01586nam2 22003253i 450 LO1032894620231121125517.020041004d1960 ||||0itac50 baitaitz01i xxxe z01n˜4.1: œStoria dei papi nel periodo del Rinascimento e dello scisma luterano dall'elezione di Leone 10. alla morte di Clemente 7. (1513-1534)Leone 10.Ludovico barone von Pastorversione italiana di Angelo MercatiNuova ristRomaDesclée & C.i1960XXIV, 577 p.25 cm.1SBL0484342001SBL04843422001 Storia dei papi dalla fine del Medio Evocompilata col sussidio dell'Archivio segreto pontificio e di molti altri archiviLudovico von Pastor4Pastor, Ludwig : vonRAVV030556070214612Pastor, LouisNAPV122894Pastor, Ludwig : vonPastor, LodovicoNAPV171672Pastor, Ludwig : vonITIT-0120041004IT-RM0459 IT-FR0017 ARCHIVIO DI STATO DI ROMARM0459 Biblioteca umanistica Giorgio ApreaFR0017 NLO10328946Biblioteca umanistica Giorgio Aprea 52DSR O 23.4/1 52FLS0000382535 VMB RS A 2015012020150120 12 52Storia dei papi nel periodo del Rinascimento e dello scisma luterano dall'elezione di Leone 10. alla morte di Clemente 7. (1513-1534)1433766UNICAS04761nam 22005895 450 991086658390332120250807150222.0978981972607310.1007/978-981-97-2607-3(CKB)32317422500041(MiAaPQ)EBC31496600(Au-PeEL)EBL31496600(DE-He213)978-981-97-2607-3(OCoLC)1440668684(EXLCZ)993231742250004120240619d2024 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierA Diversity of Pathways Through Science Education /edited by Yann Shiou Ong, Timothy Ter Ming Tan, Yew-Jin Lee1st ed. 2024.Singapore :Springer Nature Singapore :Imprint: Springer,2024.1 online resource (246 pages)9789819726066 Section A: Questions and Questioning in Science/STEM Education: Educating Students for Good Questioning in Science/STEM -- Primary School Students’ Understanding of Posing Questions for Scientific Inquiry -- Questioning Patterns in STEM Learning: A Case Study -- Epistemic Growth in Students’ Understanding and Concern about Trust: A Practice-oriented Approach to Learning Nature of Science -- Section B: Developing Science Teaching and Assessment: Developing Science Teaching and Assessment -- Enhancing Science Teachers’ Language Awareness with the Use of a Content-Language Integrated Framework for Developing Student Writing -- The Cognitive Demands of Secondary Science Assessment Items: Refinements to a Classification Based on Semantic Gravity and Density -- Formative Assessment in Primary Science Classrooms in Singapore: Teachers' Pedagogical Reasoning and Practices -- The Integration of Geographical Information Systems (GIS) in the Curriculum – Impacts on Content, Pedagogy, and Technology -- Integrated Science, Technology, Engineering, and Mathematics – Problem Based Learning – Education for Sustainable Development (I-STEM-PBL ESD) FrameworkSection C: History, Philosophy and Sociology of Science/Engineering and Informal Learning -- : History, Philosophy and Sociology of Science/Engineering and Informal Learning -- Changes in the Teaching of Practical Chemistry during the Nineteenth Century at American Universities -- The Formation of Engineers in Research Labs during the COVID-19 Crisis -- Informal Learning of Science at Science Centers and Museums: Perspectives, Influences, and Issues.This book presents the work of academics who contributed their work at the International Science Education Conference (ISEC) 2021, in alignment with the conference theme '20/20 Vision for Science Education Research.' Collectively, the chapters aim to evoke intellectual dialogues on current and future trends in science education. It features chapters that are grouped thematically into three sections: Epistemic Practices in Science/STEM education, Developing Science Teaching and Assessment, and History, Philosophy, and Sociology of Science/Engineering, and Informal Learning. Through the various sections, the book presents empirical studies in science and engineering classrooms or laboratories, puts forward a framework for problem-based learning, provides an account of a prominent scientist’s efforts in promoting practical science through analysis of historical documents, and uncovers trends in informal science learning space research through a review of literature. Each section is introduced by a commentary with further insights and thought-provoking questions on ideas raised in the chapters. The book also includes a 'Notes to Our Future Colleagues' section in each chapter, which presents readers with a collective vision for the state of science education research in the year 2050.ScienceStudy and teachingTechnical educationLearning, Psychology ofScience EducationEngineering and Technology EducationLearning TheoryInstructional TheoryScienceStudy and teaching.Technical education.Learning, Psychology of.Science Education.Engineering and Technology Education.Learning Theory.Instructional Theory.507.1Ong Yann Shiou1772023Tan Timothy Ter Ming1772024Lee Yew-Jin1060023MiAaPQMiAaPQMiAaPQ9910866583903321A Diversity of Pathways Through Science Education4270350UNINA