https://www.science-story-telling.eu/pl/opowiadanie-model-nauczania-stm/bibliografia
University Press (in press). Klassen, S., & Froese Klassen, C. (2013). Science teaching with historically based stories: Theoretical and practical perspectives. In M. R. Matthews, (Ed.). International Handbook
https://www.science-story-telling.eu/en/stories/by-subject-area/biology
the cause of the scurvy by employing a highly systematic approach: a comparative, experimentally-based study on his patients. More details can be found in the narration Lind and scurvy The Bavarian War
https://www.science-story-telling.eu/en/stories/by-nos-feature/creative
https://www.science-story-telling.eu/en/stories/by-topic/nourishment
the cause of the scurvy by employing a highly systematic approach: a comparative, experimentally-based study on his patients. More details can be found in the narration Lind and scurvy When Emma Muspratt
https://www.science-story-telling.eu/en/
this purpose, specifically designed stories are used as educational materials. These stories are based on historical episodes and structured according to the scheme proposed by Klassen (2010). This project
https://www.science-story-telling.eu/en/stories/by-nos-feature/prove
the cause of the scurvy by employing a highly systematic approach: a comparative, experimentally-based study on his patients. More details can be found in the narration Lind and scurvy The sheer multitude
https://www.science-story-telling.eu/en/stories/by-nos-feature/step-by-step
the cause of the scurvy by employing a highly systematic approach: a comparative, experimentally-based study on his patients. More details can be found in the narration Lind and scurvy The formulation
https://www.science-story-telling.eu/en/storytelling-howto
just listen to the story. How is your articulation? Did you use "ahhs" or "ums?" Adjust the telling based on what you notice. Further tips: You might want to use props, images or toys to add color to your