Do We Need a Philosophy of Science Education?     

Fritz Kubli 《Interchange》2010,41(4):315-321

Reflection on several decades of science teaching at the secondary-school level leads to the strong suggestion that a theory of science education should be based on arguments emanating from insights into the process of meaningful communication in the light of modern epistemology. These arguments show that the teacher’s personality and engagement with the subject is a major source of interest and devotion of students who try to understand the presented ideas. An analysis of the conditions of this engagement leads to a vision for a future understanding of the teaching process, especially in science teaching.  相似文献   

Book reviews     

Jeremy Kilpatrick  Edmund King  Pierre Ferran  Nicolas Hans  A. Harry Passow  Graeme Kemelfield  Eric Ashby  Mark Blaug  Franklin Parker  F. Walz  Fritz Borinski  Russell F. Farnen  Robert F. Lawson  Horst Magdeburg  Robert J. Havighurst  David A. Walker  Alexandre Vexliard  Josef Havlíček  Otto Peters  Hans Tutken  M. A. Boisard  George Z. F. Bereday 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):83-120

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Walther Merck 70 Jahre     

Fritz Bohnsack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,8(2):129-130

Ohne Zusammenfassung  相似文献   

Parents anonymous: helping clients to accept professional services, a personal opinion     

M Fritz 《Child abuse & neglect》1986,10(1):121-123

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Instructional television and the classroom teacher     

John O. Fritz  Byron G. Massialas 《Educational technology research and development : ETR & D》1964,12(1):5-15

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Can the Theory of Narratives Help Teachers to Become Better Storytellers?     

Kubli  Fritz 《Science & Education》2001,10(6):595-599

The narration of historical details is an art. It can be learned by studying narrative theories which lead to a better understanding of the narrative process. Not every physics teacher is born an expert in storytelling. The analysis of the whole process of story production and its reception by an audience is a precious tool, even in the hand of an inexperienced storyteller. Science teachers can profit from an education in this direction.  相似文献   

„Das Spiel“, KongreΒ für Leibeserziehung,Osnabrück,Oktober 1958     

Fritz Balz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(1):89-90

Ohne Zusammenfassung  相似文献   

Understanding Co-Design Practice as a Process of “Welldoing”     

Aaron Davis  Michelle Tuckey  Ian Gwilt  Niki Wallace 《The International Journal of Art & Design Education》2023,42(2):278-293

Co-design and other associated design approaches often deploy creative and making approaches in facilitating collaborative practices. In a therapeutic setting, engagement in creative and making activities have been associated with improvements in people's well-being, yet when deploying these as part of co-design practices, these outcomes are often overlooked. This paper presents the results from a series of workshops that focused on the well-being benefits of participating in co-design practices. The research uses Max-Neef's (1991). Theory of Needs to explore how innate human needs might be satisfied through participation in co-design practices, and demonstrates how this framework might be used for planning and evaluating co-design practices through a wellbeing lens. Finally, it suggests that future generations of design practitioners would benefit from exposure to the consideration of co-design as a process of “welldoing.”  相似文献   

Book reviews     

Otto Völcker  E. J. King  T. L. Jarman  M. J. Langeveld  James L. Henderson  Fritz Bohnsack  C. K. Oberholzer  Charles Lang  Joseph S. Roucek  Unesco/BIE 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(1):70-83

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Telematics Applied to the Training of Teachers: a survey via video‐conferencing across Europe   总被引：1，自引：0，他引：1  

Niki Davis  Hedda Mcshea  John Mcshea  Antonio Osorio  Michael Still  Bruce Wright 《欧洲师范教育杂志》1997,20(1):49-60

In January 1996 the European Union funded three projects within the Telematics Programme DG XIII_c to focus on Telematics in Teacher Training. One project with the same title, T3, will apply telematics within teacher training for over 4000 teachers in seven European countries over three years. Part of the work within 1996 performed a needs analysis for multimedia communications across the partner teacher training institutions in seven European countries using enhanced desk top video conferencing.

Teacher educators were informed of case studies already developed in the UK and aspects were demonstrated to them. Their views on the transferability of such activities to their courses and countries are documented in this paper. This research took place using the medium of enhanced desk top video conferencing. This application of Telematics is seen as an extension of the common practice of interviewing by telephone, permitting more information to be shared between teacher trainers in the seven teacher training institutions. The research showed that all countries would use the Telematic applications described and many were able to contribute complementary cases of their own.  相似文献