Publication

Improving preservice teachers’ scientific argumentative writing through epistemic practices: a learning progression approach

Related publications (32)

Co-Designing a Teacher Tool for Visualizing Self-Regulated Learning Behaviors

Flipped classrooms, in which students engage with the materials before the class and use face-to-face time for more interactive and personalized learning activities, have become increasingly popular in recent years. While this approach has the potential to ...

2023

Co-constructing an Effective, Sustainable and Scalable Primary School Computer Science Curricular Reform

Laila Abdelsalam El-Hamamsy

Over the past few decades, the debates have shifted from whether to how Computer Science (CS) should be introduced into formal education. Given the diverse ways to introduce CS into formal education, and the struggles many countries have faced, considerabl ...

EPFL2023

How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps

Francesco Mondada, Barbara Bruno, Laila Abdelsalam El-Hamamsy

Background Early exposure to Computer Science (CS) and Computational Thinking (CT) for all is critical to broaden participation and promote equity in the field. But how does the introduction of CS and CT into primary school curricula impact learning, perce ...

2023

Planned, taught, learnt: analysis of transversal skills through curriculum using portfolio

Helena Kovacs, Alexandra Corina Niculescu, Tamara Milosevic

There is an everlasting effort in education to successfully ensure that the intended learning objectives are clearly taught and effectively learnt at the end of the educational cycle. This has been especially difficult in teaching and learning complex sets ...

TU Dublin2023

A case for co-construction with teachers in curricular reform: Introducing computer science in primary school

Francesco Mondada, Helena Kovacs, Barbara Bruno, Laila Abdelsalam El-Hamamsy

With the introduction of Computer Science (CS) into curricula worldwide, researchers have investigated whether CS could be introduced transversally, as a support other disciplines. Few however consider both student learning and the teachers’ perspective in ...

ACM2022

Developing STEM and Team-working Skills Through Collaborative Space Robotics Missions

Francesco Mondada, Evgeniia Bonnet

Building on the success of the first North-South cross-continental collaborative educational robotics mission held in November 2015 [1], this paper presents a practical model for scaling the event up into a program for developing countries, particularly th ...

IEEE2021

Surviving but not thriving: Comparing primary, vocational and higher education teachers' experiences during the COVID-19 lockdown

Helena Kovacs, Caroline Pulfrey, Emilie-Charlotte Monnier

In this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a te ...

2021

Understanding teacher design practices for digital inquiry-based science learning: the case of Go-Lab

Denis Gillet, Maria Jesus Rodriguez Triana

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed accoun ...

SPRINGER2021

Rethinking student-teacher relationships in higher education: a multidimensional approach

Roland John Tormey

Student-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms o ...

2021

The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Simon Nessim Henein, Ramiro Tau

In this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education repro ...

2021

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