SMEC 2014 | Posters
Poster Presentations
SESSION |
AUTHORS |
CONTRIBUTION TITLE |
|
P2 | Jane Holland, Eric Clarke, Morag Munro, Evelyn Kelleher and Mark Glynn | Examining the relationships between attendance, online engagement and summative examination performance. | |
P3 | Alison Farrell, Bob Lawlor, Anne Jordan, Judith Strawbridge, Dermot Brabazon and Kevin Casey | Full steam ahead! Guiding principles for the design of interdisciplinary approaches to the development of communication skills and enquiry based collaborative learning in stem and arts subjects paper | |
P4 | Marie Killilea, Stephen O’Brien and Michael Delargey | Sociocultural Lessons for Reform-Based Mathematics: Tracing Pedagogical Shifts in a Transition Year Classroom paper | |
P5 | Luísa Encarnação | Bacteria from Mars in Alentejo: Teacher perspective on students’ assessment | |
P6 | Dulce Campos | Speed Activity: Teacher’s perspective about student´s assessment | |
P7 | Paweł Bernard, Kinga Orwat and Karol Dudek | Sailing on an anolyte – results of a case study on galvanic cells unit at upper secondary school level | |
P8 | Laura Rice, Odilla Finlayson and Kieran Nolan | Organic Chemistry through Visualisation: Following the Electrons | |
P9 | Beáta Kirešová, Eva Vysopalová,Katarína Kullová and Marian Kires | Science in action – school inquiry project | |
P10 | Beata Sobocińska | ‘woodlice’ unit – application and assessment at the lower secondary school level in erspe | |
P11 | Anna Levin | In my classroom | |
P12 | Christina Karlsson and Anna Falkstedt Svensson | Why do we use road salt in winter time? How does the salt affect our vehicles? | |
P13 | Ed Mclaughline and Ed Carew-Robinson | Implementing an inquiry based approach into our school | |
P14 | Matylda Dudzinska, Gabriele Hoffmann and Fredericke Langmaak | The embedding of IBSE-Units into german physics curriculum | |
P15 | Ismail Donmez | A case study on “candle” activity | |
P16 | Funda Atak | A case study on “speed” activity | |
P17 | Tilman Kant and Alexander Gehring | A learning cycle to foster inquiry skills | |
P18 | Rüdiger Weiß | Circular motion – a problem based IBSE approach | |
P19 | Leeanne Hinch, Odilla Finlayson, Eilish McLoughlin, Paul van Kampen | Assessment Practices: Applications to Inquiry Teaching | |
P20 | Katalin Kopasz, Károly Tóth and Imre Csiszár | Computer-based experiments as IBL-exercises | |
P21 | Ágota Somogyi and Csaba Csíkos | Free Falling Eggs Reaching Different Types of Ground | |
P22 | Attila Pásztor and Benő Csapó | Improving Combinatorial Reasoning through Inquiry-Based Science Learning | |
P23 | Tünde Kontai and Lászlóné Nagy Erzsébet Nagy | Is yeast alive? The experiences of testing an inquiry task | |
P24 | Imre Csiszár and Szilveszter Szélpál | Scientific Student Laboratory – Where You Will Get to Like Science | |
P25 | Zsuzsa Oláhné Nádasdi, Géza Barta and Erzsébet Korom | Studying the Decomposition of Starch in Saliva | |
P26 | Ana Vicêncio | Biotechnology, millions that can generate billions: Teacher erspective on students’ assessment | |
P27 | Kupčíková Vlasta, andJešková Zuzana | Guided inquiry activities on motion supported by digital technologies | |
P28 | Aikaterini Kasimatis, Ourania Petropoulou, Symeon Retalis, Ioannis Dimopoulos, Yannis Psaromiligkos and Konstantinos Karaggelis | Using moodle and e-assessment methods during a collaborative inquiry learning scenario | |
P29 | Vanessa de Andrade | Assessing planning skills when students are involved in the inquiry activity “Up there… how is it?” | |
P30 | Teresa Loureiro | Goats and human, resources and sustainability: Teacher perspective on students’ assessment | |
P31 | Carla Matoso | Black tide – Oil in the water: Teacher perspective on students’ assessment | |
P32 | Katalin Radnóti, Mária Nagy and Mária B. Németh | Studying the temperature dependence of the speed of chemical reactions | |
P33 | Ourania Petropoulou, Symeon Retalis, Ioannis Psaromiligkos, George Stefanidis and Spyidoula Loi | Inquiry based learning in primary education: a case study using mobile digital science lab | |
P34 | Gábor Veres and Erzsébet Korom | The Test of the Pudding | |
P35 | Dorota Černíková and Zuzana Ješková | Experience with inquiry activities and their assessment at a lower secondary school in Slovakia | |
P36 | Slavka Ropekova and Marian Kires | The role of inquiry activities in physics education at lower secondary school | |
P37 | Richard Moynihan, Eilish McLoughlin, Paul van Kampen and Odilla Finlayson | The application of tutorial based worksheets to enhance student understanding of static electricity and magnetism at lower and upper second level education | |
P38 | Joachim Gretsch and Nadine Reddersen | How to improve the image of a camera obscura – an inquiry-based approach from the middle school optics curriculum. | |
P39 | Michael A. Wunder | Formative assessment while pupils study circular motion | |
P40 | Erzsébet Korom, Mária B. Németh and Lászlóné Nagy Erzsébet Antal | The Diagnostic Assessment of Scientific Literacy | |
P41 | Joanne Broggy, Peter Childs, Orla McCormack, Beulah McManus, Anne O’ Dwyer | TEMI: Teaching Enquiry with Mysteries Incorporated paper | |
P42 | Bea Veulemans & Carine Vallons | Learning path of implementing inquiry based teaching and its assessment in a science teacher team | |
P43 | Zuzana Mackovjaková and Zuzana Jeskova | Using interactive demonstrations at Slovak secondary schools paper | |
P44 | Małgorzata Chmurska | Ibse assessment at the upper secondary school level – report on application of ‘household vs. Natural environment’ unit | |
P45 | Klaudia Ciura and Joanna Duch | Sugars – ibse project for upper secondary school level | |
P46 | Monika Jurek | Locating the centre of gravity – application of ibse in sociotherapy process | |
P47 | Beata Sobocińska | Natural selection – using lego® creatures at the lower secondary school level in poland | |
P48 | Anna Persson, Alexandra Andersson and Björn Forsberg | If you keep your mobile phone in your pocket does the ability to get children decrease? | |
P49 | Mirosław Brozis | IBL in maths lesson – is it possible? | |
P50 | Ali Akinci | IBSE in the Turkish Science Classroom | |
P50 | Gunnar Friege and Maximilian Barth | SAILS-Germany: overview and aims | |
P51 | Larissa Greinert, Maximilian Barth and Gunnar Friege | “Ample Cups” – a formative assessment tool | |
P53 | Stephen Comiskey, Eilish McLoughlin and Odilla Finlayson | From substitution to integration: How can the use of 1:1 technology develop a range of skills and competences across the post-primary curriculum? | |
P54 | Karden Onsoz | Use of mobile technologies in science teaching | |
P55 | Brigid Corrigan | Inquiry assessment in the chemistry classroom - fundatory experiments made relevant |