details
| Original Title |
The philosophy and approach on which the PROFILES project is based |
|---|---|
| Parallel title | Filozofija in pristop, na katerem temelji projekt PROFILES |
| Authors | Holbrook, Jack; Rannikmäe, Miia |
| Source | CEPS Journal 4 (2014) 1, S. 9-29 |
| Document | full text (296 KB) |
| License of the document |
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| Keywords (German) | Entdeckendes Lernen; Naturwissenschaftlicher Unterricht; Schüler; Motivation; Unterrichtsmethode; Konstruktivismus; Medienkompetenz; Naturwissenschaftliche Kompetenz; Förderung; Schülerorientierter Unterricht; Unterrichtsgestaltung; Sekundarbereich; Projekt |
| sub-discipline | Curriculum and Teaching / School Pedagogy Teaching Didactics/Teaching Maths and Sciences |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2014 |
| review status | Peer-Reviewed |
| Abstract (English): | This article sets out to describe the PROFILES project, an European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive conceptualisation, and including socio-scientific decision making. The PROFILES project bases the teaching on a theoretically derived, 3 stage model, which is supported through carefully designed PROFILES modules, providing for both the students and the teacher. The major focus of the project is promoting more relevant school science education at the secondary level (grade 7 and above) by guiding teachers to gain ownership of the PROFILES philosophy and approach. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2014 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 03.04.2014 |
| Citation | Holbrook, Jack; Rannikmäe, Miia: The philosophy and approach on which the PROFILES project is based - In: CEPS Journal 4 (2014) 1, S. 9-29 - URN: urn:nbn:de:0111-opus-88773 - DOI: 10.25656/01:8877 |
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