Hanna Stammes
Biographic Data
| ID | 9512583 |
|---|---|
| NAME | Hanna Stammes |
| GIVEN NAMES | Hanna |
| FAMILY NAME | Stammes |
| SIGNATURE | STAMMES H |
| AFFILIATIONS | Institute for Science Education Radboud University Nijmegen The Netherlands |
| ORCID | 0000-0001-7072-9401 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Characterizing conceptual understanding during design‐based learning
Design‐based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design‐based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data g…
Bringing design practices to chemistry classrooms
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teachin…
No prominent works on this page.
Bringing design practices to chemistry classrooms
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teachin…
Characterizing conceptual understanding during design‐based learning
Design‐based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design‐based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data g…
Design Education and Practice (2 works) · Mathematics education (2 works) · Psychology (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Sociology (2 works) · Affordance (1 work) · Chemistry (1 work) · Computer Science (1 work) · Concept learning (1 work)