Robert Harry Evans

Publikation

Publikationer pr. år 2007 2007 2009 2010 2012 2013 2014 2018 2018

• 8 Bidrag til bog/antologi
• 6 Tidsskriftartikel
• 4 Konferencebidrag i proceedings
• 4 Konferenceabstrakt til konference
• 9 Mere
  • 2 Bog
  • 2 Paper
  • 1 Antologi
  • 1 Konferenceabstrakt i proceedings
  • 1 Bidrag til rapport
  • 1 Poster
  • 1 Andet bidrag

Publikationer pr. år

Publikationer pr. år

Søgeresultater

• 2018

  European Educational Systems and Assessment Practice

  Evans, R. H., Cross, D., Grangeat, M., Lima, L., Nakhili, N., Rached, E., Ropohl, M. & Ronnebeck, S., 2018, Transforming assessment: Through an interplay between practice, research and policy. Dolin, J. & Evans, R. (red.). cham, switzerland: Springer, s. 211-226 15 s. (Contributions from Science Education Research).

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

  • educational system 100%
  • educational practice 21%
  • teacher 18%

• Network Analysis as a Research Methodology in Science Education Research

  Bidragets oversatte titel: Netværksanalyse som en forskningsmetodologi i naturfagsdidaktisk forskningBruun, J. & Evans, R. H., 2018, I: Pedagogika. 68, 2, s. 201-217 17 s.

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

  • network analysis 100%
  • methodology 50%
  • education 30%
  • need development 11%
  • educational research 9%

• Taking Advantage of the Synergy Between Scientific Literacy Goals, Inquiry-Based Methods and Self-Efficacy to Change Science Teaching

  Evans, R. H. & Dolin, J., 1 sep. 2018, Professional Development for Inquiry-Based Science Teaching and Learning. Tsivitanidou, ., gray, P., Rybska, E., Louca, L. & Constantinou, C. (red.). Springer, Bind 5. s. 105-120 16 s. (Contributions from Science Education Research).

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

  • synergy 100%
  • self-efficacy 79%
  • literacy 67%
  • Teaching 42%
  • teacher 40%

• Teacher perspectives about using formative assessment

  Evans, R. H., Clesham, R., Dolin, J., Hošpesová, A., Jensen, S. B., Nielsen, J. A., Stuchlíková, I., Tidemand, S. & Žlábková, I., 2018, Transforming assessment: Through an interplay between practice, research and policy. Dolin, J. & Evans, R. (red.). Springer, s. 227-248 (Contributions from Science Education Research, Bind 4).

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

• Transforming assessment: through an interplay between practice, research and policy

  Dolin, J. (red.) & Evans, R. H. (red.), 2018, Springer. 295 s. (Contributions from Science Education Research, Bind 4).

  Publikation: Bog/antologi/afhandling/rapport › Bog › Forskning › peer review
• 2016

  Affordances and Challenges of Written Feedback as Formative Assessment in Inquiry-Based STEM Education

  Evans, R. H., Ropohl, M., Nielsen, J. A. & Papadouris, N., 2016.

  Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › peer review

  244 Downloads (Pure)

• Half-life to survive

  Evans, R. H., 2016, Notes on american letters: assembly on american literature. Milner, J. (red.). Bind 1. s. 14 1 s.

  Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Formidling

  • E. O. Wilson 100%
  • Half-life 91%
  • Ocean 35%
  • Criticism 31%
  • Education 20%
• 2015

  At the Policy-Research Interface: Usefulness of Social Network Analysis in Identifying and Selecting Key Stakeholders

  Bidragets oversatte titel: I skæringsfladen mellem politik og forskning: Brugbarheden af social netværksanalyse i forbindelse med udvælgelse af nøglepersonerBruun, J., Evans, R. H. & Dolin, J., 11 apr. 2015. 5 s.

  Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › peer review

  • research policy 100%
  • network analysis 97%
  • social network 75%
  • stakeholder 67%
  • educational policy 10%
  44 Downloads (Pure)

• Possibilities and limitations from a short methods course in socioscientific teaching

  Nielsen, J. A. & Evans, R. H., 2015. 5 s.

  Publikation: Konferencebidrag › Paper › Forskning › peer review

  815 Downloads (Pure)
• 2014

  Cultural effects on self-efficacy beliefs

  Evans, R. H., 1 nov. 2014, The role of science teachers' beliefs in international classrooms: From teacher actions to student learning. Evans, R., Luft, J., Czerniak, C. & Pea, C. (red.). Brill | Sense, s. 35-48 14 s.

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning

  • self-efficacy 100%
  • pupil 96%
  • Teaching 26%
  • teacher 25%
  • learning 21%
  3 Citationer (Scopus)

• Network workshop: Using network science to study processes of learning

  Bidragets oversatte titel: Netværksworkshop: Brug af netværksvidenskab til at studere læringsprocesserBruun, J. & Evans, R. H., 2014, Science Education Research For Evidence-based Teaching and Coherence in Learning (Proceedings of the ESERA 2013 Conference) . Constantinou, C. P., Papadouris, N. & Hadjigeorgiou, A. (red.). E-book udg. European Science Education Research Association (ESERA), s. 136-143 8 s. 18

  Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review

  • learning 100%
  • methodology 46%
  • social network 35%
  • education 34%
  • data network 30%
  135 Downloads (Pure)

• Preparing future teachers to teach socio-scientific issues

  Nielsen, J. A. & Evans, R. H., 2014.

  Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › peer review

• Preparing pre-service science teachers to teach socio-scientific (SSI) argumentation

  Evagorou, M., Albe, V., Angelides, P., Couso, D., Chirlesan, G., Evans, R. H., Dillon, J., Garrido, A., Guven, D., Mugaloglu, E. & Nielsen, J. A., 2014, I: Science Teacher Education. 69, s. 39-48

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

• The Role of Science Teachers' Beliefs in International Classrooms: From Teacher Actions to Student Learning

  Evans, R. H. (red.), Luft, J. (red.), Czerniak, C. (red.) & Pea, C. (red.), 1 nov. 2014, Rotterdam, The Netherlands: Brill | Sense. 230 s.

  Publikation: Bog/antologi/afhandling/rapport › Bog › Forskning

  • classroom 100%
  • teacher 79%
  • educator 77%
  • learning 64%
  • student 46%
  5 Citationer (Scopus)
• 2013

  Dragons and dinosaurs: Directing inquiry in biology using the notions of ‘milieu’ and ‘validation’

  Achiam, M., Sølberg, J. & Evans, R. H., mar. 2013, I: Journal of Biological Education. 47, 1, s. 39-45 7 s.

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

  • Dinosaurs 100%
  • dinosaurs 82%
  • students 58%
  • Teaching 50%
  • biology 48%
  2 Citationer (Scopus)

• The contribution of formative assessment and self-efficacy to inquiry learning

  Dolin, J. & Evans, R. H., 2013, Inquiry in science education and science teacher education: Research on teaching and learning through inquiry based approaches in science (teacher) education. Trondheim Norway: Akademika Publishing, s. 125-145 21 s.

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

  • self-efficacy 100%
  • learning 42%
  • teacher 36%
  • learning method 17%
  • Teaching 15%

• The Variability of Self-Efficacy Patterns in Professional Development

  Evans, R. H. & Nielsen, J. A., 2013.

  Publikation: Konferencebidrag › Poster › Forskning › peer review
• 2012

  ACTIVE STRATEGIES DURING INQUIRY-BASED SCIENCE TEACHER EDUCATION TO IMPROVE LONG-TERM TEACHER SELF-EFFICACY

  Evans, R. H., 2012, Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference: Part 13 : In-service science teacher education. Viiri, J. & Couso, D. (red.). France, Bind 2011.

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til rapport › Forskning › peer review

  • self-efficacy 100%
  • teacher 51%
  • education 37%
  • Teaching 30%
  • European Community 16%

• Nye mål for naturfagsundervisning i USA: vil vi samme vej i Danmark?

  Evans, R. H. & Horst, S., sep. 2012, I: MONA: Matematik- og Naturfagsdidaktik. 2012, 3, s. 56-69 14 s.

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning

  • Denmark 100%
  • education 31%
  • engineering 25%
  • learning 14%
  • student 5%

• Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference: Part 7 : Scientific literacy and socio scientific issues

  Evans, R. H. (red.) & Albe, V. (red.), 2012, Science Learning and Citizenship (Proceedings of ESERA 2011) Proceedings of the ESERA 2011 Conference: Part 7 : Scientific literacy and socio scientific issues. s. 1-127 128 s.

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

  • citizenship 100%
  • literacy 88%
  • learning 43%
  • media education 41%
  • decision making 20%
• 2011

  Dragons, slime moulds, and Martians: Designing didactical situations in biology: Nordisk forskersymposium 10

  Mortensen, M. V., Evans, R. & Sølberg, J., 2011

  Publikation: Andet › Andet bidrag › Forskning
• 2010

  Designing museum exhibits as border-crossing environments

  Mortensen, M. F. & Evans, R. H., 2010, Contemporary science education research: Teaching: A collection of papers presented at ESERA 2009 Conference. Tasar, M. F. & Cakmakci, G. (red.). s. 101-103 3 s.

  Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review

• Didactics as design science: Peer reviewed papers from a PhD-course at the University of Copenhagen

  Winsløw, C. (red.) & Evans, R. H. (red.), 2010, København: Institut for Naturfagenes Didaktik, Københavns Universitet. 119 s. (IND-KU Skriftserie; Nr. 18).

  Publikation: Bog/antologi/afhandling/rapport › Antologi › Forskning › peer review

• Wissenschaftsverständnis und curricular Ziele: Was der Blick über den Zaun uns lehren kann

  Evans, R. H. & Stäudel, L., aug. 2010, I: Naturwissenschaften im Unterricht Chemie. 118/119, s. 36-40 5 s.

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

  • literacy 100%
  • Hungary 97%
  • Denmark 92%
  • Teaching 41%
  • teacher 40%
• 2009

  Effectiveness of design: training university teachers through integration of theory and practice

  Rump, C. Ø., Christiansen, F. V., Evans, R. H., Madsen, L. M. & Ulriksen, L., 2009. 1 s.

  Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning

  • theory of integration 100%
  • university teacher 51%
  • teacher training 21%
  • planning of teaching 16%
  • teacher 9%

• Investigating scientific literacy documents with linguistic network analysis

  Bruun, J., Evans, R. H. & Dolin, J., 2009, ESERA; European Science Education Research Association: 2009 Conference. European Science Education Research Association (ESERA), s. 239 1 s.

  Publikation: Bidrag til bog/antologi/rapport › Konferenceabstrakt i proceedings › Forskning › peer review

  • network analysis 100%
  • literacy 68%
  • linguistics 65%
  • data network 18%
  • text analysis 16%

• Minding the Gap Between Policy and Practice of Inquiry Based Science Teaching in Seven European Countries: Norway, Germany, Denmark, Spain, France, Hungary, and the United Kingdom

  Bruun, J., Dolin, J. & Evans, R. H., 2009. 14 s.

  Publikation: Konferencebidrag › Paper › Forskning › peer review
• 2008

  Museographic transposition: a didactical approach to museum exhibition engineering

  Mortensen, M. F., Winsløw, C. & Evans, R. H., 2008, Planning science instruction: From insight to learning to pedagogical practices: Proceedings of the 9th Nordic Research Symposium on Science Education. Macdonald, A. (red.). s. 230-232 3 s.

  Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review
• 2007

  Fundamental situations in teaching biology:The case of parthenogenesis

  Evans, R. H. & Winsløw, C., 2007, I: NorDiNa : Nordic Studies in Science Education. 2/2007, s. 132-145 14 s.

  Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

• Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects

  Bell, T., Schanze, S., Gräber, W., Slotta, J., Jorde, D., Berg, HB., Strømme, AN., Sigma-Olaf, T. & Evans, R. H., 2007, Contributions from Science Education Research. Springer

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning

• The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success

  Andersen, A. M., Dragsted, S., Evans, R. H. & Sørensen, H., 2007, Contributions from Science Education Research: . Pintó, Roser, Couso & Digna (red.). The Netherlands: Springer

  Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning