McCrory, Amanda and Gatt, Suzanne (Eds).
(2018)
The Journal of Emergent Science 15 ESERA Conference 2017 Special Issue.
[Whole issue].
The Journal of Emergent Science
, 15
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Abstract
In this summer 2018 edition of JES, we include the extended abstracts from some of the presentations delivered at the 2017 European Science Education Research Association (ESERA) Conference in Dublin, Ireland. These offer a 'taster' of the international research into early years and emergent science happening across the globe. More of these abstracts will appear in issue 16. Also in this issue we are pleased to include two articles from Primary Science Teaching Trust (PSTT) fellows, one on the use of drama techniques and dialogic practices in primary schools, the other looking at how teachers' attempts to improve assessment practice in primary science are influenced by job role and teaching experience.
| Type: | Journal (full / special issue) |
|---|---|
| Title: | The Journal of Emergent Science 15 ESERA Conference 2017 Special Issue |
| Location: | UK |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/resources/journal-of-emerge... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | ESERA conference, dialogic teaching, assessment in primary schools, Drama and science |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10160923 |
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