Ingo Eilks
Ingo Eilks
Institute for Science Education, University of Bremen
Verifierad e-postadress på uni-bremen.de - Startsida
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The meaning of ‘relevance’in science education and its implications for the science curriculum
M Stuckey, A Hofstein, R Mamlok-Naaman, I Eilks
Studies in Science Education 49 (1), 1-34, 2013
3592013
Societal issues and their importance for contemporary science education—a pedagogical justification and the state-of-the-art in Israel, Germany, and the USA
A Hofstein, I Eilks, R Bybee
International Journal of Science and Mathematics Education 9 (6), 1459-1483, 2011
2912011
Education for Sustainable Development (ESD) and chemistry education
M Burmeister, F Rauch, I Eilks
Chemistry Education Research and Practice 13 (2), 59-68, 2012
2652012
Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences.
R Marks, I Eilks
International Journal of Environmental and Science Education 4 (3), 231-245, 2009
2242009
Experiences and reflections about teaching atomic structure in a jigsaw classroom in lower secondary school chemistry lessons
I Eilks
Journal of Chemical Education 82 (2), 313, 2005
1542005
Participatory Action Research within chemical education
I Eilks, B Ralle
Research in chemical education-What does this mean, 87-98, 2002
1272002
Research-based development of a lesson plan on shower gels and musk fragrances following a socio-critical and problem-oriented approach to chemistry teaching
R Marks, I Eilks
Chemistry Education Research and Practice 11 (2), 129-141, 2010
102*2010
An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching
M Burmeister, I Eilks
Chemistry Education Research and Practice 13 (2), 93-102, 2012
932012
Effects of a long-term participatory action research project on science teachers’ professional development
I Eilks, S Markic
Eurasia Journal of Mathematics, Science and Technology Education 7 (3), 149-160, 2011
892011
Partizipative Fachdidaktische Aktionsforschung. Ein Modell für eine begründete und praxisnahe curriculare Entwicklungsforschung in der Chemiedidaktik
I Eilks, B Ralle
CHEMKON: Forum für Unterricht und Didaktik 9 (1), 13-18, 2002
802002
How to allocate the chemistry curriculum between science and society
I Eilks, F Rauch, B Ralle, A Hofstein
Teaching chemistry–A studybook, 1-36, 2013
772013
TEACHING ‘BIODIESEL’: A SOCIOCRITICAL AND PROBLEMORIENTED APPROACH TO CHEMISTRY TEACHING AND STUDENTS’FIRST VIEWS ON IT
I Eilks
Chemistry Education Research and Practice 3 (1), 77-85, 2002
762002
A case study on German first year chemistry student teachers beliefs about chemistry teaching, and their comparison with student teachers from other science teaching domains
S Markic, I Eilks
Chemistry Education Research and Practice 9 (1), 25-34, 2008
752008
Seventh-grade students' understanding of chemical reactions: Reflections from an action research interview study
I Eilks, J Moellering, N Valanides
Eurasia Journal of Mathematics, Science and Technology Education 3 (4), 271-286, 2007
722007
Learning chemistry and beyond with a lesson plan on potato crisps, which follows a socio-critical and problem-oriented approach to chemistry lessons–a case study
R Marks, S Bertram, I Eilks
Chemistry Education Research and Practice 9 (3), 267-276, 2008
702008
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
J Sjöström, I Eilks
Cognition, metacognition, and culture in STEM education, 65-88, 2018
652018
Towards Eco-reflexive Science Education A Critical Reflection About Educational Implications of Green Chemistry
J Sjostrom, I Eilks, VG Zuin
SCIENCE & EDUCATION 25 (3-4), 321-341, 2016
64*2016
Teaching the societal dimension of chemistry using a socio-critical and problem-oriented lesson plan based on bioethanol usage
T Feierabend, I Eilks
Journal of Chemical Education 88 (9), 1250-1256, 2011
612011
German chemistry teachers’ understanding of sustainability and education for sustainable development—An interview case study
M Burmeister, S Schmidt-Jacob, I Eilks
Chemistry Education Research and Practice 14 (2), 169-176, 2013
602013
Science education and education for sustainable development–justifications, models, practices and perspectives
I Eilks
Eurasia Journal of Mathematics, Science and Technology Education 11 (1), 149-158, 2015
582015
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