Relevant bibliographies by topics / Chemistry Project method in teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Chemistry Project method in teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Chemistry Project method in teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Chemistry Project method in teaching"

1

Zheng, Min-Yan. "Application of Question-and Project-Leaded Teaching Methods in Organic Chemistry Teaching." University Chemistry 32, no. 8 (2017): 20–24. http://dx.doi.org/10.3866/pku.dxhx201703011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Niemelä, Matti, and Paavo Perämäki. "Problem based project on university teaching of atom spectrometric methods." Lumat: International Journal of Math, Science and Technology Education 1, no. 1 (January 30, 2013): 29–42. http://dx.doi.org/10.31129/lumat.v1i1.1123.

Full text
Abstract:
Practical laboratory work is an essential part of the teaching of analytical chemistry. During the assignments, the routine of laboratory work is taught, theory from the lectures is given a concrete form, and the basic skills of using laboratory equipment are acquired. During laboratory work, it is also possible to develop student interaction and problem solving skills. In this research, it was studied how a project work following the principles of problem based learning can be implemented during a tight-scheduled lecture course on atom spectrometric methods. The research pays particular attention on the evaluation of work burden and choosing of the project topics. In addition, the research examines the effects of project work on motivation and learning in students. According to this research, the chosen project topics and project as a working method are suitable to be implemented with a lecture course. The students found the project work to be burdensome but had positive attitudes towards the working method as a whole.
APA, Harvard, Vancouver, ISO, and other styles
3

Juntunen, M. K., and M. K. Aksela. "Improving students' argumentation skills through a product life-cycle analysis project in chemistry education." Chem. Educ. Res. Pract. 15, no. 4 (2014): 639–49. http://dx.doi.org/10.1039/c4rp00068d.

Full text
Abstract:
The aim of the study discussed in this paper was to link existing research about the argumentation skills of students to the teaching of life-cycle analysis (LCA) in order to promote an evidence-based approach to the teaching of and learning about materials used in consumer products. This case-study is part of a larger design research project that focuses on improving education for sustainable development (ESD) in chemistry teaching by means of combining a socio-scientific issue (SSI) and life-cycle analysis with inquiry-based learning. The research question was: How do students (N= 8) use scientific, ecological, socio-economical and ethical argumentation in the life-cycle analysis of a product? The research method for this study was content analysis performed on written student answers and an audio recording of a debate. The results show that the students' scientific and ecological argumentation skills with regard to the life-cycles of products were improved during the life-cycle analysis project. The studying also affected, to a lesser extent, the students' ability to form socio-economical and ethical arguments. The type of student-centred and cross-curricular product life-cycle analysis project discussed in this paper is a suitable new method for teaching socio-scientific argumentation to chemistry students at the secondary school level.
APA, Harvard, Vancouver, ISO, and other styles
4

Hrytsai, N. "TRAINING FUTURE TEACHERS TO USE PROJECT TECHNOLOGY IN THE TEACHING OF NATURAL SCIENCES." Ukrainian professional education, no. 7 (September 14, 2020): 28–36. http://dx.doi.org/10.33989/2519-8254.2020.7.238031.

Full text
Abstract:
The article reveals the essence and significance of project technology in the teaching of natural sciences in the New Ukrainian school, actualizes the problem of training future teachers to use project technology in the teaching of natural sciences. It is determined that the project method is a learning technology focused not on the integration of factual knowledge, but on their use and acquisition of new knowledge and skills (sometimes through self-education) in the process of performing practical tasks. The article describes the features of projects and their types. Emphasis is placed on educational projects provided by the school curriculum in natural subjects (physics, chemistry, biology). It has been found that the features of project technology are action-oriented, teamwork, self-organization of students, situational orientation, correlation with real life, reliance on previous achievements of each student, their existing experience, interdisciplinary, integrity, focus on the finished product, and a certain result. The main stages of project implementation in general secondary education institutions are analyzed (initiation, work planning, project implementation, project presentation, project reflection, evaluation of results). The advantages of project technology are established: stimulation of students’ independent activity, improvement of information retrieval skills, intensification of research and creative activity of schoolchildren, provision of students’ need for self-realization and self-development, the practical significance of work results, a real result. Sciences allow them not only to acquire new knowledge, to understand the interdisciplinary links in science education, to improve design skills, but also to learn to methodically organize the project activities of pupils and perform interdisciplinary learning projects. That is, the preparation of future science teachers for the application of project technology in professional activities is a mandatory component of their professional training in a higher education institution.
APA, Harvard, Vancouver, ISO, and other styles
5

Rahimi, Humapar Azhar, Deana Qarizada, and Abdul Hadi Stanikzai. "Evaluation of teaching methods of chemistry concepts through laboratory work: A case study of chemistry department, faculty of natural sciences, Shaheed Professor Rabbani Education University." International Journal of Innovative Research and Scientific Studies 1, no. 3 (November 16, 2018): 42–48. http://dx.doi.org/10.53894/ijirss.v1i3.9.

Full text
Abstract:
This research has been carried out under the title of (Evaluation of teaching methods of chemistry concepts through laboratory work). The main objective of this research is to investigate learning and teaching methods, concepts that are taught by laboratory works and the challenges that may the teaching and learning methods face from the perspective of lecturers and students. In this research, to collect the statistical information a type of applications method and combined methods (related to library and region) has been used. In view of Cochran formula and Morgan table. The sampling method was selected systematically on random bases. In addition, the questionnaires were distributed to (136) students and (8) lecturers and their comments were collected. Based on the result of this study, researchers and lecturers have made it clear that the teaching methods of the concepts of chemistry by using laboratory works are directly related to various subjects in a complex concept, and students are taught by the activity of exploratory, exploration, problem-solving skills, and project centered. However, it can be possible in existence of sufficient materials and equipment. The majority of students and lecturers reminded the lack of laboratory, equipment and lack of knowledge of lecturers from active teaching methods of the laboratory.
APA, Harvard, Vancouver, ISO, and other styles
6

Hepler-Smith, Evan. "“A Way of Thinking Backwards”." Historical Studies in the Natural Sciences 48, no. 3 (June 1, 2018): 300–337. http://dx.doi.org/10.1525/hsns.2018.48.3.300.

Full text
Abstract:
This article addresses the history of how chemists designed syntheses of complex molecules during the mid-to-late twentieth century, and of the relationship between devising, describing, teaching, and computerizing methods of scientific thinking in this domain. It details the development of retrosynthetic analysis, a key method that chemists use to plan organic chemical syntheses, and LHASA (Logic and Heuristics Applied to Synthetic Analysis), a computer program intended to aid chemists in this task. The chemist E. J. Corey developed this method and computer program side-by-side, from the early 1960s through the 1990s. Although the LHASA program never came into widespread use, retrosynthetic analysis became a standard method for teaching and practicing synthetic planning, a subject previously taken as resistant to generalization. This article shows how the efforts of Corey and his collaborators to make synthetic planning tractable to teaching and to computer automation shaped a way of thinking taken up by chemists, unaided by machines. The method of retrosynthetic analysis made chemical thinking (as Corey perceived it) explicit, in accordance with the demands of computing (as Corey and his LHASA collaborators perceived them). This history of automation and method-making in recent chemistry suggests a potentially productive approach to the study of other projects to think on, with, or like machines.
APA, Harvard, Vancouver, ISO, and other styles
7

Čtrnáctová, Hana, Lenka Čtrnáctová, and Petr Šmejkal. "IBSE in chemistry education - Testing students' skills and teacher training." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 556–67. http://dx.doi.org/10.31129/lumat.v3i4.1023.

Full text
Abstract:
Inquiry Based Science Education (IBSE) as a new kind of education has been introduced into both the individual countries and the EU as a whole as an appropriate method for improvement on the current unsatisfying state of science education. Recently, new curriculum documents started to take effect in Czech Republic; these documents emphasize acquiring key competences and support the implementation of new strategies of teaching and learning. Many suggestions for IBSE education were also created as a part of national and international projects. For this reason, our article will focus mainly on the preparedness of pupils/students and their teachers for this new teaching method as a further condition of the application of IBSE into schools. In the first part of the article, we will list methods, procedures and results of a research that aimed to determine whether the pupils/students have enough skills to use the inquiry based method of teaching. In the second part of the article, we will start by focusing on the determination of teacher preparedness for IBSE and then on the preparation and realization of the IBSE training system for in-service and pre-service teachers in Czech Republic. This training system is based on the identification of a scientific “mystery” and active work of the teachers connected with their experience of inquiry and discovery. In the third part of the article, we will talk about the TEMI project which creates training programs for science teachers using IBSE and in which our country participates right now.
APA, Harvard, Vancouver, ISO, and other styles
8

Peciuliauskiene, Palmira, and Dalius Dapkus. "The Promotion of Cross-Curricular Problem Solving Abilities of Pre-Service Science Teachers through Cooperative Learning." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 109. http://dx.doi.org/10.17770/sie2015vol1.297.

Full text
Abstract:
<em>Inquiry-based science teaching (IBST) can be realized with a help of different educational technologies. An educational project carried out at Lithuanian University of Educational Sciences used a framework of cross-curricular (biology, chemistry and physics) learning content, learning concepts (learning through cooperation, PBL) and learning method (a nine phase cycle of project activities with self-evaluation at the end of each phase). A case study of application of cross-curricular relationships while teaching pre-service science (biology, chemistry and physics) teachers at Lithuanian University of Educational Sciences was carried out. Quantitative and qualitative methods were used, together with observation of activities of 120 respondents (pre-service teachers) in learning through cooperation. The results revealed that PBL based on cross-curricular content provided suitable conditions for reaching higher levels of problem solving abilities. </em>
APA, Harvard, Vancouver, ISO, and other styles
9

Jones, Rebecca M. "Teaching scientific communication using infographics." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8bc8j.

Full text
Abstract:
Undergraduate students need to develop the ability to communicate scientific ideas to both their peers and the public. Often senior level chemistry classes focus on written and sometimes oral communication methods, such as reports and presentations. These traditional methods of dissemination are valuable, but often inaccessible to non-scientists. Information graphics or infographics are examples of visual communication and have become increasingly common in recent years. In a senior-level inorganic chemistry course at George Mason University, students created information graphics or infographics to communicate a scientific idea of interest to them. This flexible project required students to think creatively about unfamiliar elements and concepts. The details of the assignment, its assessment, and the student products will be presented in this poster. Recommendations for changes and future implementation by other educators will be discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Németh, Gabriella, and Miroslav Prokša. "Q-Methodology Study of Students Behaviour During Project-Based Learning." Chemistry-Didactics-Ecology-Metrology 20, no. 1-2 (December 1, 2015): 39–48. http://dx.doi.org/10.1515/cdem-2015-0004.

Full text
Abstract:
Abstract The contribution describes the circumstances of the implementation of a chemistry project with the main theme “Chemical show - Harry Potter”. Project-based learning belongs between the complex teaching methods, where the desired effect can be influenced by many factors, eg student’s attitude, student’s overall opinion and feelings about the method. The motivation of the researchers was to understand and evaluate the factors present in the realised project. The analysed factors and behavioural schemes can provide a good starting point for the teachers at planning their projects. With the aim to understand the students’ reaction the researchers used Q-methodology to identify the different behavioural groups of participating students based on their real opinion. In the presented research the researchers analyse the response of totally 26 students. As a result totally 6 behavioural examples are presented that teachers can meet during implementation of project based learning. The presented categorization collaborates with other formerly publicised types of student’s behaviour, eg students of “pleasant surprises” and “disappointing surprises”. However, other additional types of behavioural types emerged eg students orienting and concentrating on the theoretical knowledge, students with very strong need for leading and students with the need of several assessment systems. The presented results can provide a wider view for the teachers in preparing and forecasting the flow of their projects and can help them to prepare the project.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Chemistry Project method in teaching"

1

Lee, Hon-yiu. "The role of information technology in resource-based learning : a case study of a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474583.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Choy, Ching-ho Harriet. "Teachers' motivation in project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Milner-Bolotin, Marina. "The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation." Full text (PDF) from UMI/Dissertation Abstracts International Full text (off-campus access restricted to users with UT Austin EID), 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3033585.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Arias, Robert Gabriel. "Antidote to marginalism: An alternative method of instruction for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ng, Siu-ping Connie. "Do students' thinking styles predict students' motivation and performance in project learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793038.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tso, Mei-kuen Lydia. "The effects of teaching practices on student's motivation in project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B2979304x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Smith, Michael Arthur. "Autonomy and project based language learning : factors mediating autonomy in project based CALL /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001476.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Coulombe, Steven Louis. "Using Blackboard technologies as an instructional supplement for teaching high school chemistry." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1907.

Full text
Abstract:
This project attempts to use an on-line telecommunication supplement to extend the boundary of the classroom beyond the limits of time and space in order to improve communication and extend the reach of the classroom.
APA, Harvard, Vancouver, ISO, and other styles
9

Barker, Beverly Dee. "Teaching philosophy and practices among chemistry faculty attending the MID project workshops implications for reform in chemistry /." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001612.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Patterson, Rudolph Albert. "Using hot air balloons to boost middle school students' understanding of the mole concept." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1376.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Chemistry Project method in teaching"

1

Peter, Dawson. The Dawton project. Godalming: World Wide Fund for Nature, UK, Education Department, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fried-Booth, Diana L. Project work. Oxford: Oxford University Press, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Open University. Institute of Educational Technology., ed. Teaching through projects. London: Kogan Page, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chard, Sylvia C. The project approach: Making curriculum come alive.[Book one]. New York, N.Y: Scholastic, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

McMurry, Charles A. She ji jiao xue fa. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fellsches, Josef. Didaktische Phantasie: Einführungen in Erziehungswissenschaft. Essen: Die Blaue Eule, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chrysaphidēs, Kōstas. Viōmatikē-epikoinōniakē didaskalia: Hē eisagōgē tēs methodou Project sto scholeio. Athēna: Gutenberg, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Krackwizer, Alice M. She ji jiao xue fa. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zhao, Zongyu. She ji jiao xue fa zhi shi ji. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lin, Ben, Zhaocui Zhu, and Zongwu Li. She ji jiao yu da quan. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Chemistry Project method in teaching"

1

Gong, Songjie. "Application of Project Teaching Method in Higher Project Business Website Development." In Advances in Intelligent and Soft Computing, 627–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24772-9_90.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhang, Chunyou, and Xiaoju Zhang. "Research and Practice of Project Teaching Method in CAD/CAM Course Teaching." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 144–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93719-9_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ma, Ruxin, Yu Liu, and Xiao Wang. "Research and Implementation of “Project-Driven” Teaching Method in." In Advances in Intelligent and Soft Computing, 277–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24772-9_40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hall, Bonnie L., Kyle D. Watson, and Tracy Covey. "Resources for Teaching Project-Based Undergraduate Medicinal Chemistry Courses." In Technology Integration in Chemistry Education and Research (TICER), 131–42. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1318.ch009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fu, Huanchang. "Applied Research of Integrated Project Teaching Method in Applied Engineering Management Major Teaching." In Proceedings of the 17th International Symposium on Advancement of Construction Management and Real Estate, 1023–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35548-6_105.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Andersen, Arvid. "The European Project Semester: A Useful Teaching Method in Engineering Education." In Project Approaches to Learning in Engineering Education, 15–28. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-958-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Aydin-Günbatar, Sevgi, and Betül Demirdöğen. "Chemistry Teaching Method Course for Secondary Science Teacher Training." In Designing and Teaching the Secondary Science Methods Course, 129–48. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Guo, Junen, Jun Si, and Huanlong Zhang. "The Research on the Application of Project-Driven Teaching Method in Database Principles Teaching." In Advances in Intelligent and Soft Computing, 675–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chen, Huipeng, Yingtao Zhang, and Songbo Liu. "Exploration of C Language Practical Teaching Method Based on Project Learning." In Communications in Computer and Information Science, 21–25. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2098-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Liu, Qin. "The Application of Project Isomerization Teaching Method in Database Course Design." In Advanced Research on Computer Education, Simulation and Modeling, 153–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21783-8_25.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Chemistry Project method in teaching"

1

Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.

Full text
Abstract:
Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.
APA, Harvard, Vancouver, ISO, and other styles
2

Barbero, Silvia. "Opportunities and challenges in teaching Systemic Design. The evoluation of the Open Systems master courses at Politecnico di Torino." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3353.

Full text
Abstract:
The contamination between design and theory of systems as a field of development of new design processes is nowadays consolidated. However, the issue concerning the methodology to apply in teaching systemic design remains an open question. The approach adopted in the Master Degree in Systemic Design at Politecnico di Torino is based on the assumption that the teaching method must itself be systemic. Alongside designers, the degree course has involved from the very beginning experts of different disciplines (i.e. chemistry, physics, mechanics, history, economy and management) as teachers, in order to create a multidisciplinary environment for the development of projects. Born as master degree in academic year 2002-03 at Politecnico di Torino (Italy) from the close collaboration with Gunter Pauli, the course has changed name and form but not the content, until it reached the current title (a.y. 2015-16): master degree “Aurelio Peccei” in Systemic Design. The Open Systems course has enabled students, in previous years, to experiment the design of production processes. This was the case of the systemic project done with NN Europe, a company engaged in manufacturing ball bearings, in which the output management allows a positive economic impact. Over the years the course has shifted its focus from the production process of a product to the wider company context. In 2010, the approach has been applied to the agricultural enterprise Ortofruit: starting from agricultural production, the students have defined the production system and the relationships with the market. Systemic Design, during this course, has experienced the transition from the design of industrial processes that are closely linked to the territory, and then enhance local resources, to the design of the whole territorial system. The work done by the students of the course in recent years has led to the definition of scenarios about fields usually distant from the traditional design world. For example, the definition of the economic model, the corporate model that is built around relationships on cooperation with different disciplines.This transition, from the product to the entire territorial system, allows the exploration of new contexts, but it also puts the designer in a complex and challenging position in according with complex theories.DOI: http://dx.doi.org/10.4995/IFDP.2016.3353
APA, Harvard, Vancouver, ISO, and other styles
3

Grunewald Nichele, Aline, and Leticia Zielinski do Canto. "LEARNING PROJECT FOR TEACHING CHEMISTRY: PERIODIC TABLE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1848.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Araújo, José Luís, Carla Morais, and João C. Paiva. "PVC PROJECT: TEACHING CHEMISTRY THROUGH MARINE LITTER CONTEXT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0299.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Meng, Fanlei. "Research on Project Teaching Method of Logistics Teaching." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ye, Tao, and Wei Chen. "Analysis on Project-Driven Teaching Method." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.230.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yang, Shunyi, Chunhong Yuan, and Gaohua Jiang. "Thinking of Chemical Teaching Based on Project Teaching Method." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.83.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zhang, Yuan. "Application of Project Teaching Method on Statistical Analysis Teaching." In 6th International Conference on Social Science, Education and Humanities Research (SSEHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ssehr-17.2018.59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Application of Project Teaching Method in Three-dimensional Animation Teaching." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.152.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"Application of Project Learning Teaching Method in English Linguistics Teaching." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.173.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Chemistry Project method in teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography