Robert Harry Evans

Robert Harry Evans

Associate Professor

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    ORCID: 0000-0002-2415-6101

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    1. Published

      The contribution of formative assessment and self-efficacy to inquiry learning

      Dolin, Jens & Evans, Robert Harry, 2013, Inquiry in science education and science teacher education: Research on teaching and learning through inquiry based approaches in science (teacher) education. Trondheim Norway: Akademika Publishing, p. 125-145 21 p.

      Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

    2. Published

      Transforming assessment: through an interplay between practice, research and policy

      Dolin, Jens (ed.) & Evans, Robert Harry (ed.), 2018, Springer. 295 p. (Contributions from Science Education Research, Vol. 4).

      Research output: Book/Report › Book › Research › peer-review

    3. Published

      Undersøgelsesbaseret undervisning: 6F modellen, dens tilblivelse og udvikling i Danmark

      Madsen, Lene Møller, Evans, Robert Harry & Bruun, Jesper, 2020, In: MONA - Matematik- og Naturfagsdidaktik. 1, p. 26-45 19 p.

      Research output: Contribution to journal › Journal article › Research › peer-review

    4. Published

      Using a wicked problem for inquiry-based fieldwork in high-school geology: addressing climate change and mass extinction events

      Madsen, Lene Møller, Evans, Robert Harry & Malm, Rie Hjørnegaard, Aug 2021, The role of out-of-school science education in addressing wicked problems. Dillon, J., Achiam, M. & Glackin, M. (eds.). 1 ed. Cham: Springer, p. 167-188 22 p. (Contributions from Science Education Research).

      Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

    5. Published

      Wissenschaftsverständnis und curricular Ziele: Was der Blick über den Zaun uns lehren kann

      Evans, Robert Harry & Stäudel, L., Aug 2010, In: Naturwissenschaften im Unterricht Chemie. 118/119, p. 36-40 5 p.

      Research output: Contribution to journal › Journal article › Research › peer-review

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    ID: 2634405