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Mutvei, Ann
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Publications (10 of 43) Show all publications
Kjellqvist, T., Rodela, R. & Mutvei, A. (2022). Articulating Voices of the Young: How to bring youth into contemporary planning and governance?. In: Dobers, P.; Gawell, M.; Gärde, J.; Silfverskiöld, S. (Ed.), PROCEEDINGS of the 28th Annual Conference, International Sustainable Development Research Society (ISDRS) 2022: Sustainable Development and Courage: Culture, Art and Human Rights. Paper presented at 28th Annual Conference, International Sustainable Development Research Society (ISDRS), Stockholm, June 14-17, 2022. (pp. 1160-1169). Stockholm: Södertörns högskola
Open this publication in new window or tab >>Articulating Voices of the Young: How to bring youth into contemporary planning and governance?
2022 (English)In: PROCEEDINGS of the 28th Annual Conference, International Sustainable Development Research Society (ISDRS) 2022: Sustainable Development and Courage: Culture, Art and Human Rights / [ed] Dobers, P.; Gawell, M.; Gärde, J.; Silfverskiöld, S., Stockholm: Södertörns högskola, 2022, p. 1160-1169Conference paper, Published paper (Refereed)
Abstract [en]

The youth movement “Fridays for Future” has spurred new interest from the research community aboutthe way in which young people engage in politics and governance of social and physical environment.The recent wave of youth activism originated from school strikes concerning the failure of the adults totake any serious measures against climate change. Over the past two years, there is a growing researchinterest to study how youth articulate their concerns about the present and the future, and how adults payattention to these, and act on these demands in practical terms e.g., if, and how these translate into currentsocial and political affairs. Youth research trending in the last decades has investigated why youth politicalorganizations fail to attract young people. Researchers have investigated the ways in which young peopleengage politically e.g. via social media, rather than being loyal to traditional political parties. Much ofthis literature is research done on the young, but more recently a new strand of research has been emergingwhere researchers work with the young, in order to gain a better understanding of how social and politicalengagement can be articulated.

Place, publisher, year, edition, pages
Stockholm: Södertörns högskola, 2022
Keywords
Youth, Participation, Planning, Citizen Science
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:sh:diva-50420 (URN)978-91-89504-17-2 (ISBN)
Conference
28th Annual Conference, International Sustainable Development Research Society (ISDRS), Stockholm, June 14-17, 2022.
Projects
YouCount
Funder
EU, Horizon 2020, 101005931Swedish Research Council Formas, 2019-01887
Available from: 2022-12-21 Created: 2022-12-21 Last updated: 2022-12-22Bibliographically approved
Mutvei, A. & Mattsson, J.-E. (2021). Can Teaching on Ticks Increase Learning about Body and Health?. In: Pixel (Ed.), New Perspectives in Science Education 10th edition: Conference Proceedings 2021. Paper presented at 10th New Perspectives in Science Education, [DIGITAL], March 18-19, 2021. (pp. 467-470). Bologna: Filodiritto Editore
Open this publication in new window or tab >>Can Teaching on Ticks Increase Learning about Body and Health?
2021 (English)In: New Perspectives in Science Education 10th edition: Conference Proceedings 2021 / [ed] Pixel, Bologna: Filodiritto Editore , 2021, p. 467-470Conference paper, Published paper (Refereed)
Abstract [en]

An important part of the biology subject matter in school is the biological processes in the human body and health. In the Swedish curriculum these are present in all years of the compulsory school. Anyhow, students do not have an overall understanding of health and bodily functions. The misunderstandings of the nutritional processes of the human body have been reported by several authors. We have been teaching physiology to preservice teacher and biology students for several years trying to reach a better understanding of processes in the human body. The present study shows teaching of health and body starting with a discussion about ticks and the various diseases they spread in the Stockholm area. Nine preservice teacher students participated in four weeks of biology studies, including ecological processes and organisms’ life cycles. The last week was devoted to body and health. The idea was to begin with the circulatory system as students often focus on the various functions of the organ but forget to link it to the blood system. By connecting to the students' previous knowledge of organisms and ecosystems to body and health, we started with an introduction of tics by going out collecting and investigating their morphology and life cycle and continued with a video clip showing how the virus and bacteria are spread through the blood. The following lessons contained function of body systems, nutrition and the immune system. After this the students wrote reflections from three different lessons about their learning and what was surprising. They also wrote a lesson plan for teaching body and health in primary school (year 4-6). At the end of the course, the students had an examination in three parts where one was concentrated on body and health. Results from the reflections and the written exam showed that the students understood the interaction between the different parts of the body better and the importance of the circulatory system, but also between different organisms and how they may affect each other. The inclusion of ticks in the course increased the understanding.

Place, publisher, year, edition, pages
Bologna: Filodiritto Editore, 2021
Series
Conference proceedings, ISSN 2384-9509
Keywords
Biology teaching, body function, circulatory system
National Category
Biological Sciences Didactics
Identifiers
urn:nbn:se:sh:diva-48008 (URN)979-12-80225-14-6 (ISBN)
Conference
10th New Perspectives in Science Education, [DIGITAL], March 18-19, 2021.
Available from: 2022-01-11 Created: 2022-01-11 Last updated: 2022-01-13Bibliographically approved
Mattsson, J.-E. & Mutvei, A. (2021). The Closing Down of Schools due to the COVID-19 Pandemic and the Consequences for Science Education. In: Pixel (Ed.), New Perspectives in Science Education 10th edition: Conference Proceedings 2021. Paper presented at 10th New Perspectives in Science Education, [DIGITAL], March 18-19, 2021. (pp. 235-238). Bologna: Filodiritto Editore
Open this publication in new window or tab >>The Closing Down of Schools due to the COVID-19 Pandemic and the Consequences for Science Education
2021 (English)In: New Perspectives in Science Education 10th edition: Conference Proceedings 2021 / [ed] Pixel, Bologna: Filodiritto Editore , 2021, p. 235-238Conference paper, Published paper (Refereed)
Abstract [en]

Because of the outbreak of the COVID-19 pandemic in the year 2020 many countriesclosed down education on all levels. The students are supposed to conduct their studiesat home with digital support from their institutions. In science teaching, with laboratorywork, field studies and other types of practical work as important parts of the studies andalso the reflective parts, usually often in dialogue form, are suffering. At home the studentseems to lack ability for a deeper understanding, especially as teachers showed anincreased tendency to base their grading on written texts. This creates a general lowerdegree of understanding outside the classroom as texts easily may be copied withoutcontent knowledge. In the classroom the presence of, not only the teacher, but also otherstudents, stimulate or trigger the wish of deeper understanding. Thus, the teacher hasto behave otherwise when working in the digital word compared to in the classroom.Based on interviews with teachers and out our own experiences we here present somebasic problems of science teaching in a pandemic world and how they may be solved.Thus, some principles for the design and structure of homework tasks useful for teacherswill be presented. The suggestions presented will hopefully promote deeperunderstanding of learning processes and their environmental dependence.

Place, publisher, year, edition, pages
Bologna: Filodiritto Editore, 2021
Series
Conference proceedings, ISSN 2384-9509
Keywords
COVID-19, school close down, home studies, science education, science teaching
National Category
Natural Sciences Didactics
Identifiers
urn:nbn:se:sh:diva-47996 (URN)979-12-80225-14-6 (ISBN)
Conference
10th New Perspectives in Science Education, [DIGITAL], March 18-19, 2021.
Available from: 2022-01-11 Created: 2022-01-11 Last updated: 2022-01-13Bibliographically approved
Mutvei, A., Tobieson, U. & Mattsson, J.-E. (2020). Imagination; Where Science Formulate Different Hypothesis And Explanations Helping The Understanding Of The Language And Soul Of Chemistry. In: Olivia Levrini & Giulia Tasquier (Ed.), Proceedings of ESERA 2019: The Beauty and Pleasure of Understanding: Engaging with ContemporaryChallenges Through Science Education. Paper presented at ESERA 2019, Bologna, August 26-30, 2019. (pp. 401-408). Bologna: ALMA MATER STUDIORUM – University of Bologna, Part 3
Open this publication in new window or tab >>Imagination; Where Science Formulate Different Hypothesis And Explanations Helping The Understanding Of The Language And Soul Of Chemistry
2020 (English)In: Proceedings of ESERA 2019: The Beauty and Pleasure of Understanding: Engaging with ContemporaryChallenges Through Science Education / [ed] Olivia Levrini & Giulia Tasquier, Bologna: ALMA MATER STUDIORUM – University of Bologna , 2020, Vol. Part 3, p. 401-408Conference paper, Published paper (Refereed)
Abstract [en]

New understanding is realized by creative learning where students are involved in meaningful learning, ownership of learning, control of learning processes and innovation. In order to produce learning situations where creative learning is achieved, teachers have to create trustful atmospheres where students are allowed to think and discuss without critical evaluation from the teacher. It is also important to create practical exercises in which theoretical models are processed and connected to observations and subject matter. During several years we have developed courses in science with the goal to promote students to become independent learners and explorers out of their own prerequisites as future professional teachers. We have investigated different methods and designs of teaching; conceptual understanding and conceptual change theory, discourse-based understanding and Dewey’s view of learning. In this study we are focusing on exploring the variation of students creative learning through a chemistry course. Permitting the particulate subject matter of chemistry to demonstrate as universal dramaturgical framework for conceptual learning and embodied experience. Chemistry involves considerable amounts of abstract conceptual thinking, molecular understanding and language. The focus of our study is the exploration of how conceptual abstract molecular understanding of phenomena in nature emerges through different teaching approaches, and imagination transformed into universal understanding, which provides the students with a sense of empowerment and a positive outlook on their future profession as teachers.

Place, publisher, year, edition, pages
Bologna: ALMA MATER STUDIORUM – University of Bologna, 2020
Keywords
knowledge construction, aesthetic learning process, reflection
National Category
Natural Sciences Educational Sciences
Research subject
Environmental Studies; Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-43087 (URN)978-88-945874-0-1 (ISBN)
Conference
ESERA 2019, Bologna, August 26-30, 2019.
Available from: 2021-01-10 Created: 2021-01-10 Last updated: 2022-04-08Bibliographically approved
Jää-Aro, K.-M., Josefsson, P., Lundmark, S. & Mutvei Berrez, A. (2020). Professional development for ICT-based teaching. In: Olivia Levrini & Giulia Tasquier (Ed.), Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure ofunderstanding: engaging with contemporary challenges through science education. Paper presented at ESERA conference in Bologna, Italy, August 26-30, 2019 (pp. 1722-1727). Bologna: ALMA MATER STUDIORUM – University of Bologna, Part 14
Open this publication in new window or tab >>Professional development for ICT-based teaching
2020 (English)In: Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure ofunderstanding: engaging with contemporary challenges through science education / [ed] Olivia Levrini & Giulia Tasquier, Bologna: ALMA MATER STUDIORUM – University of Bologna , 2020, Vol. Part 14, p. 1722-1727Conference paper, Published paper (Refereed)
Abstract [en]

Using information and communications technologies (ICT) in the classroom requires new skills on the part of educators. We have elicited current best practices for professional development of educators from the participants in this workshop, what knowledge teachers need and how it is best imparted. We found that even given their different starting points, teachers in different regions are often feeling unsure about how to use ICT in a pedagogical context, and there is no clear consensus on how to best train teachers in this use, but that the digitalisation of schools will require a long-term commitment from school management and political leadership.

Place, publisher, year, edition, pages
Bologna: ALMA MATER STUDIORUM – University of Bologna, 2020
Keywords
Teacher Professional Development, ICT Enhanced Teaching and Learning, Technology in Education and Training
National Category
Learning Computer and Information Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39480 (URN)978-88-945874-0-1 (ISBN)
Conference
ESERA conference in Bologna, Italy, August 26-30, 2019
Projects
FICTION
Available from: 2019-11-28 Created: 2019-11-28 Last updated: 2021-10-13Bibliographically approved
Lundmark, S. & Mutvei, A. (2020). Strategier för digitalt och flexibelt lärande: En workshop om undervisning med stöd av digitala verktyg. In: NU2020: Hållbart lärande. Paper presented at NU2020 - Hållbart lärande, 7-9 oktober 2020, Södertörns högskola, Huddinge.
Open this publication in new window or tab >>Strategier för digitalt och flexibelt lärande: En workshop om undervisning med stöd av digitala verktyg
2020 (Swedish)In: NU2020: Hållbart lärande, 2020Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Inom många högskolor och universitet pågår just nu ett arbete med att utveckla strategier för digitalt och flexibelt lärande. Det finns mycket som tyder på att digitaliseringens betydelse fortsatt kommer att öka. Den digitala kompetensen och infrastrukturen behöver därför förstärkas, och det blir av särskild vikt inom högskolepedagogiska sammanhang att arbeta fram pedagogiska former som tillvaratar digitaliseringens möjligheter och svarar på omvärldens förväntningar på flexibilitet och tillgänglighet. Inom ramen för den här workshopen kommer vi därför tillsammans undersöka vilka digitala verktyg som lärare vid högskolor och universitet använder sig av för att bedriva undervisning som främjar ett digitalt och flexibelt lärande. Workshopen syftar till att dela med sig av de praktiker och resurser som används för att lära av varandra, samt påbörja arbetet med att formulera praxis för hur vi kan utveckla stöd inom den högskolepedagogiska verksamheten för att främja lärande med stöd av olika digitala verktyg. 

Regeringen har gett Universitetskansler ämbetet (UKÄ) i uppdrag att följa upp pedagogiskt utvecklingsarbete vid högskolor och universitet i Sverige. I uppdraget har det ingått att formulera en nationell strategi för digitalisering av högre utbildning och forskning (UKÄ, 2020). Då digitaliseringen av undervisningen gynnar livslångt lärande, breddad rekrytering och hållbar utveckling, och då studenter i en digitaliserad värld ställer högre krav på användandet av digitala verktyg för kvalitet i undervisningen är det av stort intresse att dela erfarenheter kring användningen av digitala verktyg. Även om de nämnda krav och förändringarna är aktuella, så är frågan om digitalisering och olika digitala verktygs roll i undervisning inte en ny fråga. Digitala verktyg används redan i undervisningen inom högskolor och universitet i varierande grad, och det finns en stor mängd forskning kring lärande med digitala verktyg som visar på både den pedagogiska potentialen hos de digitala verktygen (Josefsson et al., 2019), men också på nya utmaningar som ställs på lärare när verktygen ska integreras i praktiska undervisningssituationer.

Inom ramen för workshopen kommer att vi inledningsvis att arbeta med att kartlägga vilka digitala verktyg som deltagarna använder sig av i nuläget och skapa möjligheter för att dela med oss av framgångsrika exempel. Därefter kommer vi att arbeta praktiskt med att ta fram förslag på hur ett antal digitala verktyg skulle kunna användas i specifika undervisningssituationer utifrån ett antal olika scenarios som kommer att presenteras för deltagarna. Deltagare vid workshopen förväntas vara aktiva och arbeta tillsammans i olika tvärdisciplinära grupper/team som arrangörerna kommer att skapa vid workshopens uppstart.

Referenser:

Josefsson, P., Jää-Aro, K.-M., Lundmark, S., & Mutvei Berrez, A. (2019). The implementation of digital tools in teaching: A qualitative case study at a Swedish primary school. 11th International Conference on Education and New Learning Technologies, 2382–2387. 

Universitetskanskler ämbetet (UKÄ) (2020). Pedagogiskt utvecklingsarbete - rapportering av regeringsuppdrag. Url: https://www.uka.se/om-oss/var-verksamhet/regeringsuppdrag/pedagogiskt-utvecklingsarbete/pedagogiskt-utvecklingsarbete--rapportering-av-regeringsuppdrag.html

National Category
Design Didactics Pedagogy Learning
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-42271 (URN)
Conference
NU2020 - Hållbart lärande, 7-9 oktober 2020, Södertörns högskola, Huddinge
Available from: 2020-11-26 Created: 2020-11-26 Last updated: 2023-01-04Bibliographically approved
Kjellqvist, T. & Mutvei, A. (2020). Systemtänkande för förståelse av komplexitet och hållbarutveckling, en workshop om systemtänkande i högre undervisning. In: NU 2020: Hållbart lärande. Paper presented at NU2020 - Hållbart lärande, Huddinge, Oktober 7-9, 2020.. Stockholm: Sveriges universitets- och högskoleförbund (SUHF)
Open this publication in new window or tab >>Systemtänkande för förståelse av komplexitet och hållbarutveckling, en workshop om systemtänkande i högre undervisning
2020 (Swedish)In: NU 2020: Hållbart lärande, Stockholm: Sveriges universitets- och högskoleförbund (SUHF) , 2020Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Systemtänkande är en av de viktiga nyckelkompetenserna som utbildning för hållbar utveckling ska bidra till enligt UNESCO. Denna kompetens bidrar till förmågan att se hur de 17 hållbarhetsmålen hänger samman i ekonomiska, sociala och ekologiska dimensioner (Stafford-Smith 2017). Systemtänkande ger kompetens att analysera komplexiteten i de ständiga förändringar vår värld genomgår och hur olika faktorer påverka varandra till att ge utfall som inte kunnat förutses om faktorerna studerats varför sig (Wieck et al 2011). Systemtänkande finns i alla discipliner men dessa beskriver och analyserar komplexa system påolika sätt. Naturvetenskap och ingenjörsvetenskap använder ofta matematiska eller schematiska modeller; samhällsvetenskap och humaniora analyserar genom beskrivande redogörelser; tidiga systemekologer beskrev komplexa system med bilder och i humaniora kan vi hitta poesi för systemanalys.

För att blivande studenter ska bli attraktiva på arbetsmarknaden behöver de kunna tillämpa systemtänkande, vilket ger dem en större förmåga att möta utmaningar med en holistisk syn. I utbildning inom de flesta discipliner finns inslag av systemtänkande men studenterna har ofta svårt att ta till sig betydelsen av att förstå komplexa system och hur de ska användadet för problemlösning. Det kan vara svårt att “se skogen för bara trän”. För att öka kvaliteten i undervisningen behöver systemtänkandet synliggöras i kurserna t.ex. genom lärandemål i kursplanerna och med praktiska moment där man tillämparsystemtänkande vid problemlösning.

I workshopen vill vi undersöka vilka undervisningsmoment i olika discipliner som redan berör komplexa system och systemtänkande och vilka som skulle kunna. Arbetet delas i tre delar: Först en introducerande föreläsning. Därefter bjuds deltagarna in att ge exempel på undervisningsmoment som kan ingå i en kurs i en diskussion i mindre interdisciplinära grupper. Under den tredje delen av workshopen kommer vi diskutera på vilket sätt man kan genomföra undervisning för systemtänkande. Finns det finns gemensamma drag eller olikheter mellan de olika ämnen om hur man undervisar systemtänkande?

Stafford-Smith, M., Griggs, D., Gaffney, O., Ullah, F., Reyers, B., Kanie, N., Stigson, B., Shrivastava, P., Leach, M., &O’Connell, D. (2017). Integration: The key to implementing the Sustainable Development Goals. Sustainability Science, 12(6), 911–919. https://doi.org/10.1007/s11625-016-0383-3

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academicprogram development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6

Place, publisher, year, edition, pages
Stockholm: Sveriges universitets- och högskoleförbund (SUHF), 2020
Keywords
systemtänkande, hållbar utveckling, komplexa system
National Category
Natural Sciences Educational Sciences
Research subject
Environmental Studies
Identifiers
urn:nbn:se:sh:diva-43090 (URN)
Conference
NU2020 - Hållbart lärande, Huddinge, Oktober 7-9, 2020.
Available from: 2021-01-10 Created: 2021-01-10 Last updated: 2021-01-12Bibliographically approved
Capelli, L., De Nigra, E., Mattsson, J.-E., Mutvei, A. & Siri, A. (2019). A comparison of the STEM curricula in “Do Well Science” partner countries. In: Massimo Amato & Anna Siri (Ed.), Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects (pp. 50-65). Breslavia: Società Dante Alighieri
Open this publication in new window or tab >>A comparison of the STEM curricula in “Do Well Science” partner countries
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2019 (English)In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 50-65Chapter in book (Other academic)
Place, publisher, year, edition, pages
Breslavia: Società Dante Alighieri, 2019
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39779 (URN)978-83-945213-0-1 (ISBN)
Projects
Do Well Science (Erasmus+ Project Number: 2017-1-IT02-KA201-036780)
Funder
EU, European Research Council, 2017-1-IT02-KA201-036780
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
Mutvei, A. & Mattsson, J.-E. (2019). How to Form Creative Learners in Science. In: New Perspectives in Science Education: 8th edition: Florence, Italy, 21-22 March 2019. Paper presented at New Perspectives in Science Education 2019, Florence, March 21-22, 2019. (pp. 98-102). Filodiritto Editore (8)
Open this publication in new window or tab >>How to Form Creative Learners in Science
2019 (English)In: New Perspectives in Science Education: 8th edition: Florence, Italy, 21-22 March 2019, Filodiritto Editore , 2019, no 8, p. 98-102Conference paper, Published paper (Refereed)
Abstract [en]

Creative learning involves meaningful learning, ownership of learning, control of learning processes and innovation when new understanding is realised. In order to produce learning situations where creative learning is achieved, teachers have to create trustful atmospheres where students are allowed to think and discuss without critical evaluation of the teacher. It is also important to create practical exercises in which theoretical models are processed and connected to observations. During many years we have tried to develop courses in science with the goal to promote students to become independent learners and explorers out of their own prerequisites. Different methods and designs of teaching have been investigated and the variation of the student’s creative learning was observed. To continue this development, we here are investigating a chemistry course. Chemistry involves considerable amounts of abstract thinking. Further, as many students had bad experiences from school this was a challenge. 17 preservice teacher students were trained by one teacher to become independent and creative in their own learning of chemistry. The course of 10 full days over three weeks included practical activities mixed with discussions in groups followed by discussion with the teacher in order to connect theory with practical exercises. The students wrote short reflections after each week answering the questions: What do you take with you from your own learning processes and/or in meeting other’s learning processes? What surprised and/or amazed you most? The three reflections where analysed by qualitative methods scoring demonstrations of professional development, process thinking and learning processes. Our results showed that students negative to chemistry changed their opinion and enjoyed thinking of phenomena in everyday life with chemical perspectives. All students expressed the importance of practical exercise and group discussions in their own learning. The reflections contained detailed chemical explanations, concepts used properly and were describing their learning processes. They also used their experiences when they discussed how to design teaching situations. Thus, the design of the course promoted creative thinking and deepened their understanding of chemistry.

Place, publisher, year, edition, pages
Filodiritto Editore, 2019
Series
International conference New perspectives in science education., ISSN 2420-9732
Keywords
Creative learning, preservice teacher students, chemistry education, reflections
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39684 (URN)000480421000013 ()978-88-85813-56-4 (ISBN)
Conference
New Perspectives in Science Education 2019, Florence, March 21-22, 2019.
Available from: 2019-12-31 Created: 2019-12-31 Last updated: 2020-01-15Bibliographically approved
Amato, M., De Negri, E., Mattsson, J.-E., Mutvei, A. & Siri, A. (2019). Literature review on STEM education. In: Massimo Amato & Anna Siri (Ed.), Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects (pp. 15-27). Breslavia: Società Dante Alighieri
Open this publication in new window or tab >>Literature review on STEM education
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2019 (English)In: Do Well Science: Manual for Innovative Pedagoy in STEM Contents : An Erasmus+ Project to increase secondary students’ achievements in Science subjects / [ed] Massimo Amato & Anna Siri, Breslavia: Società Dante Alighieri , 2019, p. 15-27Chapter in book (Other academic)
Place, publisher, year, edition, pages
Breslavia: Società Dante Alighieri, 2019
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39777 (URN)978-83-945213-0-1 (ISBN)
Projects
Do Well Science (Erasmus+ Project Number: 2017-1-IT02-KA201-036780)
Funder
EU, European Research Council, 2017-1-IT02-KA201-036780
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
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