Robert Harry Evans

Robert Harry Evans

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    ORCID: 0000-0002-2415-6101

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    1. Udgivet

      Preparing future teachers to teach socio-scientific issues

      Nielsen, Jan Alexis & Evans, Robert Harry, 2014.

      Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt

    2. Udgivet

      Preparing pre-service science teachers to teach socio-scientific (SSI) argumentation

      Evagorou, M., Albe, V., Angelides, P., Couso, D., Chirlesan, G., Evans, Robert Harry, Dillon, J., Garrido, A., Guven, D., Mugaloglu, E. & Nielsen, Jan Alexis, 2014, I: Science Teacher Education. 69, s. 39-48

      Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

    3. Udgivet

      Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

      Nordine, J., Sorge, S., Delen, I., Evans, Robert Harry, Juuti, K., Lavonen, J., Nilsson, P., Ropohl, M. & Stadler, M., 2021, I: Journal of Science Teacher Education. 32, 8, s. 911-933 23 s.

      Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

    4. Udgivet

      Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference: Part 7 : Scientific literacy and socio scientific issues

      Evans, Robert Harry (red.) & Albe, V. (red.), 2012, Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference: Part 7 : Scientific literacy and socio scientific issues. s. 1-127 128 s.

      Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

    5. Udgivet

      Taking Advantage of the Synergy Between Scientific Literacy Goals, Inquiry-Based Methods and Self-Efficacy to Change Science Teaching

      Evans, Robert Harry & Dolin, Jens, 1 sep. 2018, Professional Development for Inquiry-Based Science Teaching and Learning. Tsivitanidou, ., gray, P., Rybska, E., Louca, L. & Constantinou, C. (red.). Springer, Bind 5. s. 105-120 16 s. (Contributions from Science Education Research).

      Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

    6. Udgivet

      Teacher perspectives about using formative assessment

      Evans, Robert Harry, Clesham, R., Dolin, Jens, Hošpesová, A., Jensen, S. B., Nielsen, Jan Alexis, Stuchlíková, I., Tidemand, Sofie & Žlábková, I., 2018, Transforming assessment: Through an interplay between practice, research and policy. Dolin, J. & Evans, R. (red.). Springer, s. 227-248 (Contributions from Science Education Research, Bind 4).

      Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

    7. Udgivet

      Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects

      Bell, T., Schanze, S., Gräber, W., Slotta, J., Jorde, D., Berg, H., Strømme, A., Sigma-Olaf, T. & Evans, Robert Harry, 2007, Contributions from Science Education Research. Springer

      Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning

    8. Udgivet

      The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success

      Andersen, A. M., Dragsted, S., Evans, Robert Harry & Sørensen, H., 2007, Contributions from Science Education Research: . Pintó, Roser, Couso & Digna (red.). The Netherlands: Springer

      Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning

    9. Udgivet

      The Role of Science Teachers' Beliefs in International Classrooms: From Teacher Actions to Student Learning

      Evans, Robert Harry (red.), Luft, J. (red.), Czerniak, C. (red.) & Pea, C. (red.), 2014, Rotterdam, The Netherlands: Brill | Sense. 230 s.

      Publikation: Bog/antologi/afhandling/rapport › Bog › Forskning

    10. Udgivet

      The Variability of Self-Efficacy Patterns in Professional Development

      Evans, Robert Harry & Nielsen, Jan Alexis, 2013.

      Publikation: Konferencebidrag › Poster › Forskning › fagfællebedømt

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    ID: 2634405