D
Durdane Bayram-Jacobs
Researcher at Eindhoven University of Technology
Publications - 11
Citations - 102
Durdane Bayram-Jacobs is an academic researcher from Eindhoven University of Technology. The author has contributed to research in topics: Context (language use) & Science education. The author has an hindex of 4, co-authored 10 publications receiving 50 citations. Previous affiliations of Durdane Bayram-Jacobs include Radboud University Nijmegen & Delft University of Technology.
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Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials
Durdane Bayram-Jacobs,Ineke Henze,Maria Evagorou,Yael Shwartz,Elin Leirvoll Aschim,Silvia Alcaraz-Dominguez,Mario Barajas,Etty Dagan +7 more
TL;DR: In this article, the authors provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI) by enacting specially designed SSI curriculum materials, and explore indicators of stronger and weaker development of PCK for SSI teaching.
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COVID-19 Lockdown Education: The Importance of Structure in a Suddenly Changed Learning Environment
TL;DR: In this article, the consequences of online instruction in secondary education and how students perceived this new way of learning were discussed, and the qualitative and quantitative data were collected from teachers and students.
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Omnipresent yet Elusive: Teachers' Views on Contexts for Teaching Algorithms in Secondary Education.
TL;DR: The results of this study reveal several characteristics of effective contexts for teaching algorithms and show teachers’ ambitions to address the variation within the student population when selecting contexts that advance students’ algorithmic thinking.
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Student-centred Learning: How Does It Work in Practice?
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A chemistry lesson for citizenship: Students’ use of different perspectives in decision-making about the use and sale of laughing gas
TL;DR: In this article, a chemistry lesson for citizenship was designed according to the 5E instructional approach, and activating pedagogical methods and tools (i.e., group discussion, reading the information cards, taking notes, watching instructional videos).