Blar i NTNU Open på forfatter "Tisza, Gabriella"

Viser treff 1-4 av 4

    • Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe 

      Christidou, Dimitra; Voulgari, Iro; Tisza, Gabriella; Norouzi, Behnaz; Kinnula, Marianne; Iivari, Netta; Papavlasopoulou, Sofia; Gollerizo, Adrian; Lozano González, Jose María; Konstantinidi Sofrona, Dafni (Peer reviewed; Journal article, 2022)
      Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on ...

    • Patterns in informal and non-formal science learning activities for children–A Europe-wide survey study 

      Tisza, Gabriella; Papavlasopoulou, Sofia; Christidou, Dimitra; Iivari, Netta; Kinnula, Marianne; Voulgari, Iro (Peer reviewed; Journal article, 2020)
      There is a growing number of informal and non-formal learning activities worldwide related to STEM (Science, Technology, Engineering, Mathematics) curricular subject areas—particularly those involving coding and making. ...

    • The role of age and gender on implementing informal and non-formal science learning activities for children 

      Tisza, Gabriella; Papavlasopoulou, Sofia; Christidou, Dimitra; Voulgari, Iro; Iivari, Netta; Giannakos, Michail; Kinnula, Marianne; Markopoulos, Panos (Chapter, 2019)
      There is a growing number of informal and non-formal learning activities worldwide related to STEM (Science, Technology, Engineering, Mathematics) subject areas -- particularly, those related to coding and making. To ...

    • Understanding Fun in Learning to Code: A Multi-Modal Data approach 

      Tisza, Gabriella; Kshitij, Kshitij; Papavlasopoulou, Sofia; Giannakos, Michail; Markopoulos, Panos (Chapter, 2022)
      The role of fun in learning, and specifically in learning to code, is critical but not yet fully understood. Fun is typically measured by post session questionnaires, which are coarse-grained, evaluating activities that ...