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Jaume Ametller
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Año
Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge
P Scott, E Mortimer, J Ametller
Studies in Science Education 47 (1), 3-36, 2011
2322011
Students' reading of innovative images of energy at secondary school level
J Ametller, R Pintó
International Journal of Science Education 24 (3), 285-312, 2002
2262002
Students' difficulties in reading images. Comparing results from four national research groups
R Pintó, J Ametller
International Journal of Science Education 24 (3), 333-341, 2002
1482002
Teaching science in a meaningful way: Striking a balance between ‘opening up’and ‘closing down’classroom talk
P Scott, J Ametller
School science review 88 (324), 77-83, 2007
1382007
Investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje: una línea de investigación emergente en Enseñanza de las Ciencias
J Guisasola, J Ametller, K Zuza
Revista Eureka sobre enseñanza y Divulgación de las Ciencias 18 (1), 2021
1102021
Evaluating and redesigning teaching learning sequences at the introductory physics level
J Guisasola, K Zuza, J Ametller, J Gutierrez-Berraondo
Physical Review Physics Education Research 13 (2), 020139, 2017
612017
Using perspectives on subject learning to inform the design of subject teaching: an example from science education
J Ametller, J Leach, P Scott
The curriculum journal 18 (4), 479-492, 2007
612007
Teaching and learning disciplinary knowledge: Developing the dialogic space for an answer when there isn’t even a question
P Scott, J Ametller, EMORTIME RAND
Educational Dialogues, 301-315, 2010
562010
The generalizability of students’ interests in biology across gender, country and religion
G Hagay, A Baram-Tsabari, J Ametller, G Cakmakci, B Lopes, A Moreira, ...
Research in Science Education 43, 895-919, 2013
452013
Establishing and communicating knowledge about teaching and learning scientific content: The role of design briefs
J Leach, J Ametller, P Scott
Designing theory-based teaching-learning sequences for science education, 35, 2010
372010
Designing and evaluating short science teaching sequences: Improving student learning
J Leach, J Ametller, A Hind, J Lewis, P Scott
Research and the quality of science education, 209-220, 2005
332005
An investigation of dialogic teaching in science classrooms
P Scott, J Ametller, N Mercer, J Kleine Staarman, L Dawes
NARST, New Orleans, 2007
242007
Implementing and evaluating teaching interventions: Towards research evidence-based practice?
J Leach, P Scott, J Ametller, A Hind, J Lewis
Improving Subject Teaching, 79-99, 2006
242006
Factors shaping the uptake of ICT in science classrooms. A study of a large-scale introduction of interactive whiteboards and computers
C Grimalt-Álvaro, J Ametller, R Pintó
International Journal of Innovation in Science and Mathematics Education 27 (1), 2019
212019
The impact of science curriculum content on students’ subject choices in post-compulsory schooling
J Ametller, J Ryder
Understanding student participation and choice in science and technology …, 2014
182014
The relationship of theory and practice in designing, implementing and evaluating teaching sequences: learning from examples that don’t work
J Leach, J Ametller, P Scott
Éducation et didactique, 133-155, 2009
162009
A cultural-historical activity theory approach for the design of a qualitative methodology in science educational research
C Grimalt-Álvaro, J Ametller
International Journal of Qualitative Methods 20, 16094069211060664, 2021
152021
¿ Qué aportan el aprendizaje reflexivo y la enseñanza dialógica a la formación permanente? Un primer análisis con profesorado de ciencias y de matemáticas
J Ametller, Á Alsina i Pastells
Enseñanza de las ciencias, 2059-2064, 2017
132017
Dialogic teaching in science classrooms: Full Research Report
N Mercer
ESRC End of Award Report, 2007
122007
Investigation on the difficulties in teaching and learning graphic representations and on their use in science classrooms
R Pinto, J Ametller, F Chauvet, P Colin, G Giberti, G Monroy, J Ogborn, ...
Transversal Report on WP2, STTIS Project, 2000
122000
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