https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/lavoisiermasse-didaktik-gb.pdf
the phlogiston’s theory and b) the Lavoisier’s caloric theory. 5. Experiment with a device, which will be constructed by students, concerning the oxidation of mercury in order to demonstrate the plausible
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-lavoisier-mass.pdf
-telling.eu Student’s Learning Activities (Lavoisier and the conservation of mass) Activity 1 You will watch a video with narration or listen to a story from your teacher about Lavoisier’s experiments [...] was formed. The powder was carefully collected and placed again on tray P. What do you think that will happen? Please justify your answer. Source: Driver et. al. (1985), Children’s ideas in science , Milton [...] individually, you should discuss them collectively as a team in order to reach an agreement on them. You will present your answers to your classroom. Activity 7 Using the list of ideas that describe the char
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lavoisier-mass.zip
should be represented in the name of the substance – for the publication, we will no longer use the name of flammable air, but we will call the gas Hydrogen, or Hy- drogenium in Latin – water producer. Antoine [...] subdivid- ed. 4) If two or more compounds made of the same elements exist, the simplest com- pound of all will contain one atom of every element present there. Dalton presented this theory to the Royal Insti- [...] the phlogiston’s theory and b) the Lavoisier’s caloric theory. 5. Experiment with a device, which will be constructed by students, concerning the oxidation of mercury in order to demonstrate the plausible
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/demokrit-story-gb.pdf
Democritus, you are of course right, the understanding of my students is so profound that even they will notice the absurdity of your thoughts. But as it is already getting hot and this meeting was not supposed [...] theories . But of course, my dear Democritus, if you want to learn some more so that your philosophy will improve, you are wel- come to stay with us and learn some proper phi- losophy”. Democritus was not
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-democritus.pdf
http://science-story-telling.eu Student’s Learning Activities (Democritus and the atoms) Activity 1 You will watch a video with narration or listen to a story from your teacher about the ancient philosophers
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/democritus.zip
http://science-story-telling.eu Student’s Learning Activities (Democritus and the atoms) Activity 1 You will watch a video with narration or listen to a story from your teacher about the ancient philosophers [...] central concept, one aspect gets relevant which was also important in the historical development but will not be discussed in this historical background: The notion of a chemical element is a prerequisite [...] in the educational conceptions. How- ever, the historical development of the concept of elements will not be discussed in this back- ground material but is assumed to already ex- ist. Ancient discussions
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/joulepartner-story-gb.pdf
nature. Even though I have some conceptual problems with your results, they appear to be valid, and I will support your findings in the future.” Joule smiled back, and a feeling of deep satisfaction was in
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-joule.pdf
Model: http://science-story-telling.eu Student’s Learning Activities (Joule and energy) Activity 1 You will watch a video with narration or listen to a story from your teacher about James Prescott Joule and [...] gravity (approximately 9,81 m/sec2) and h the constant height from which bodies fall measured in m. We will use it in order to calculate the work produced during the fall of the weights of the device. The heat [...] questions in your group and prepare the answers so that you can present them in the discussion that will follow. Student’s Learning Activities (Joule and energy) were written by Aikaterini Rizaki and Ioannis
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/student-workbook-on-eijkman-and-vitamins.pdf
during Christiaan’s stay in Berlin. The story of Christiaan Eijkmann consists of five episodes. You will find out the meaning of the mysterious title “Simplex non veri sigillum” at the end of the last episode [...] Listen carefully as your teacher presents Episode 1 of the story. Instructions: Step 2 Your teacher will assist you in forming discussion groups. Discuss possible answers to the following questions. a) What [...] __________________________________________________________________ Instructions: Step 4 Your teacher will discuss your answers with you in class. Student Workbook: Christiaan Eijkmann: Simplex non veri Sigilum
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/didaktik/didaktisch-eng/en-la-eijkman.pdf
http://science-story-telling.eu Student’s Learning Activities (Eijkman and Beri-Beri) Activity 1 You will watch a video with narration or listen to a story from your teacher for Christian Eijkman and his