Items where Author is "Leach, John"

GUERRA-RAMOS, Maria Teresa, RYDER, Jim and LEACH, John (2010). Ideas about the nature of science in pedagogically relevant contexts: insights from a situated perspective of primary teachers' knowledge. Science Education, 94 (2), 282-307. [Article]

RUTHVEN, Kenneth, LABORDE, Colette, LEACH, John and TIBERGHIEN, Andrée (2009). Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational researcher, 38 (5), 329-342. [Article]

RUTHVEN, Kenneth, LABORDE, Colette, LEACH, John and TIBERGHIEN, Andrée (2009). Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational researcher, 38 (5), 329-342. [Article]

LEACH, John, AMETLLER, Jaume and SCOTT, Phil (2009). The relationship of theory and practice in designing, implementing and evaluating teaching sequences: learning from examples that don’t work. Éducation et la didactique, 3 (2), 139-155. [Article]

RYDER, Jim and LEACH, John (2008). Teaching about the epistemology of science in upper secondary schools: an analysis of teachers’ classroom talk. Science & Education, 17 (2-3), 289-315. [Article]

ORFANIDOU, Dora and LEACH, John (2019). Design, Implementation and Evaluation of a Research-Informed Teaching Sequence about Energy. In: SUNAL, Dennis W., SHEMWELL, Jonathan, HARRELL, J.W. and SUNAL, Cynthia, (eds.) Physics Teaching and Learning: Challenging the Paradigm. Research in Science Education (RISE) (8). Charlotte, NC, Information Age publishing, 201-246. [Book Section]

LEACH, John, AMETLLER, Jaume and SCOTT, Phil (2010). Establishing and communicating knowledge about teaching and learning scientific content: the role of design briefs. In: KORTLAND, Koos and KLAASEN, Kees, (eds.) Designing theory-based teaching-learning sequences for science education: proceedings of the symposium in honour of Piet Lijnse at the time of his retirement as professor of physics didactics at Utrecht University. FIsme series on Research in Science Education (64). Utrecht, NL, CDBeta Press, 7-36. [Book Section]

LEACH, John and SCOTT, Philip H. (2008). Teaching for conceptual understanding : an approach drawing on individual and sociocultural perspectives. In: VOSNIADOU, Stella, (ed.) International handbook of research on conceptual change. Educational Psychology Handbook series . New York ; London, Routledge, 647-675. [Book Section]