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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 10 of 37 (0.077 seconds)Spelling suggestions: "subject:"europäischen erziehung""
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Teaching about the work values of Europeans : critical reflections from the first student exchange of the EVE-projectJanuary 2010 (has links)
The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research program on basic human values. The main topic of its first stage was "work" in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.
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| 2 |
Deepening UnderstandingAkpniar, Seda, Maas, Desiree, Rooth, Anneke January 2012 (has links)
1. Background information
2. Explanations during the lessons
3. Deepening under standing in some assignments
4. Conclusion
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| 3 |
Developing Critical ThinkingAzar, Elif Zeynep, Erdönmez, Çağlayan, Verscheijden, Desirée January 2012 (has links)
1. Critical thinking in curriculum framework
2. A general look at critical thinking
3. How critical thinking take s place in the classroom and some specific examples
4. Suggestions
5. Conclusion
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Videos related to the mapsKrause, Uwe January 2012 (has links)
No description available.
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ReligionHalman, Loek, Rokven, Josja, Sieben, Inge January 2012 (has links)
1. Eastern Europe: the case of Czech Republic and Slovakia
2. Turkey
3. The EVE Curriculum Framework - Developments on the second phase (Clare Brooks)
4. Evaluations
5. Main changes to the curriculum Framework
6. Looking Forwards
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| 6 |
Relating to studentsBlahušiaková, Andrea, Röper-Kühnemann, Christian, Staufenbiel, Christoph, Vozárová, Hana January 2012 (has links)
1. The Assignment 'Devotion to Religion and acitive Citizenship'
2. The Assignment 'How are religious spread across Europe'
3. The Assignment 'Is football as important as religion?'
4. The Assignment 'Why be religious?'
5. The Assignment 'Lucky charms'
6. The Assignment 'No Creo en el Jamas' (Life after death)
7. The Assignment 'Religion and its influence on politics ans policies'
8. The Assignment 'Secularisation in Europe'
9. The Assignment 'The meaning of religious places'
10. The Assignment 'Unity in diversity'
11. Which conceptions did you find?
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| 7 |
Describing patternsHintze, Katarina, Ivaška, Michal, Kallenbach, René January 2012 (has links)
1. What comes to your Mind when you think of 'patterns'?
2. Does your assignment include patterns?
3. Did you decide tu use some of the patterns?
4. If yes, what problem did you explain with the help of patterns?
4. Describe which patterns you used and how you used them
5. Did you explain the concept of a pattern to your pupils?
6. From your point of view – did pattern offer a helpful structure to prepare your lesson?
7. To what extent were patterns useful for the pupils to understand the main topic of the lesson?
8. How would you improve teaching patterns in your assignments?
9. If you didn ’t use any patterns / explain why.
10. What do you think about using the concept of patterns in general?
11. Will you use patterns in other lessons in the future? Describe why or why not.
12. Conclusion
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| 8 |
Deepening understandingMajer, Zdenko, Röll, Juliane January 2012 (has links)
1. What do we mean, when we say ‘deepening understanding’?
2. Which methods can be used to foster deepening understanding?
3. Examples for deepening understanding based on the assignments
4. Summary of methods and results
5. How did we train deepening under standing in school?
6. What did the pupils learn from it?
7. Our own experiences working on this chapter
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| 9 |
Developing critical thinkingBaars, Daniela, Bajzík, Michal, Pisarčík, Stanislav, Weiser, Ines January 2012 (has links)
1. What does critical thinking mean?
2. Critical thinking in school
3. Critical thinking as a process
4. Analysing and evaluating the questionnaire
5. Interview with one of the students
6. Analysis and evaluation of the assignments
7. Conclusion
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| 10 |
Developing lessons on the basis of the assignmentsRýgl, Pavel, Seeger, Anett, Strehmann, Anja January 2012 (has links)
1. What was the aim of your lesson and how helpful was the assignment for planning it?
2. Which tasks did you choose from the assignment (without or with a little change )?
3. Did you work with the teacher Information? Why? What was helpful?
4. What can be improved in the assignment ?
5. Conclusion
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