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https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/student-workbook-on-rumford-and-nutrition.pdf
BENJAMIN’S MYSTERY SOUP Student Workbook: Please, hand in to your teacher at the end of each class. Student name: ___________________________ Date of class: ________________________ Student Workbook:
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/student-workbook-on-eijkman-and-vitamins.pdf
Christiaan was sent as the military’s chief medical officer to the island of Java in the Indies. His work as army surgeon lasted only two years due to his contracting a severe case of malaria, forcing him [...] Java during his recovery, Eijkman began studying a new field of medicine called bacteriology. He worked in Josef Forster's laboratory in Amsterdam and also in Robert Koch's bacteriological laboratory in
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/story-curie-eng-full.zip
child of twelve born to James and Martha Ruther- ford. His father worked making wheels for carts, and as an engineer. Later, his father worked as a flax- miller. In contrast, his mother was an English teacher [...] was very important to his par- ents. James Rutherford’s work was also very impor- tant to the development of his son’s personality. His father’s work required the family to move quite of- ten. In 1876, James [...] a reputa- tion as being an outstanding researcher and innova- tor working at the forefront of electrical technology. He chose to work with Professor Joseph John Thom- son at Cambridge University’s Cavendish
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/scoring-of-student-questions.pdf
in the question. a. Level 1 (C1) i. Clarification or elaboration Question prototypes: How (does it work) … ? How do we know that (questioning explanation) … ? 2 Background: Scoring of Student Questions [...] (C2) i. Hypothesis or prediction generating Question prototype: What if … ? Example: Would a windmill work if it had 100 blades that were small? ii. Hypothesis or prediction testing Question prototype: If [...] cal questions indicate the highest level of thinking and, certainly, that critical thinking is at work. The lowest sub-level questions challenge relative pre- suppositions. The second sub-level questions
https://www.europeanstudies.info/fileadmin/content/studiengaenge/europeanstudies/pictures/gdp-3/sankelmark-2012-seminar-report.pdf
European BorderRegions in Comparison Thank you so much for your great work! I enjoyed discussions with students and the common work on borders a lot. KatarzynaStocklosa. 27 - 29 September 2012 In this Report [...] other researchers, way further in their academic careers, have developed in terms of both academic work and presentation skills. The seminar gave me the motivation to dig deeper into my interest in border [...] school-based education in Western Germany, whereas in the East the “anti-fascist liberation” rhetoric worked in a similar fashion. The contribution of Dr. Pletzing (Germany), president of the Akademie Sankelmark
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/rutherford-story-gb.pdf
in order to work with Rutherford. 2 Ernest’s Nuclear Atom Storytelling Teaching Model: http://science-story-telling.eu “I think that is a good idea, provided that Ernest is willing to work at the arduous [...] received his first science book at the age of ten, he was hooked; nevertheless, he still had to keep working at the farm chores. He was very studious and managed to obtain university scholarships. Throughout [...] his university days in New Zealand, he studied and invented high-frequency electrical circuits and worked with radio waves. After he graduated with his Master’s degree, he looked for a job as a school teacher
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/rutherford-nuclear.zip
child of twelve born to James and Martha Rutherford. His father worked making wheels for carts, and as an engineer. Later, his father worked as a flax-miller. In contrast, his mother was an English teacher [...] was very important to his par- ents. James Rutherford’s work was also very im- portant to the development of his son’s personality. His father’s work required the family to move quite often. In 1876, James [...] had a reputation as being an outstanding researcher and innovator working at the forefront of electrical technology. He chose to work with Professor Jo- seph John Thomson at Cambridge University’s Cavendish
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/rumfordsuppe-story-gb.pdf
create a work force for his new “military workhouses”—factories to produce goods, such as clothing for the military to reduce the cost of its operations. Then, he encour- aged the soldiers to work for their [...] degree of military fame I have acquired, the road is open to me for the rest.” He had the freedom to work as he liked, and because no one knew his mission, he was free of criticism or opposition. Little did [...] and told, first, that begging was now outlawed, and second, that a paying job with food and good working conditions was awaiting them at the military workhouse. It was a bold and risky experiment. Early
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/rumfordsuppe-didaktik-gb.pdf
technology. 9. Based on a web research, perform a project about the work during the period which is quoted on the Benjamin Thompson’s work. About the activities of students The proposed students' activities
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/rumfordkanonen-story-gb.pdf
make sure that the work was going efficient and that the quality of the weapons was as expected. When Thompson stood in the workshop, he immediately felt anger raise as most of the work- men stood around [...] for a tool to be prepared were not his idea of efficiency. Thus, he demanded that the workers should work with a blunt drill whilst the other one was still sharpened. Yet, they refused by arguing that the [...] Thomp-son felt that this issue deserves some more of his attention, so he mumbled to the workers ‘Work on, and be more efficient’ and went back to his carriage to go home, thinking about this problem.