Sem Sælands vei 24
Counting problems have been shown to be challenging for students to solve correctly, and one reason is that they can be difficult to verify (e.g., Eizenberg & Zaslavsky, 2004).
In response to the growing emphasis on computational thinking in K-12 education standards and modern science professions, our research team designed a year-long professional development series for high school physics teachers to learn how to program and utilize computer simulations in their curricula.
The State of Equity in College Physics Student Learning in the United States: a Critical Quantitative Intersectionality Investigation
Meet Felek Baran: She has a PhD in chemistry education and will tell us about her work. She has a workplace at ILS but will work with both KURT and ILS on science education.
In this seminar, we share some of the work that is being done to prepare to teach programming as part Norwegian Math and Science Curriculum Redesign in 2020.