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[\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”] \u2022 Avraamidou, L. and Osborne, J. (2009). The role of narrative in communicating science. International Journal of Science Education
\n \u2022 Conle C. (2003). An anatomy of narrative curricula. Educational Researcher
\n \u2022 Feynman, R. P. (2000). Six easy pieces. Adelphi
\n \u2022 Fontana A., Storytelling Manual, Etas, Milan, 2009
\n \u2022 Norris, SP, Guilbert, SM, Smith, ML, Hakimelahi, S., and Phillips, LM (2005). A theoretical framework for narrative explanation in science. Science Education[\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n
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\u2022 Ada Lovelace (2020, last ed.), In Wikipedia. Retrieved on 14.09.2020 from https:\/\/en.wikipedia.org\/wiki\/Ada_Lovelace<\/a> [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n \u2022 Acad\u00e9mie de Poitiers. (2020). Cr\u00e9er une vid\u00e9o interactive pour favoriser les apprentissages \u00e0 distances. Outils pour enrichir une vid\u00e9o. [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n \u25aa Crawford, A., Saul, W., Mathews, S., & Makinster, J. (2005). Teaching and Learning Strategies for the Thinking Classrooms. New York: The International Debate Education Association. [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n \u2022 Inserm – the French National Institute of Health and Medical Research, publication on \u201c Troubles Sp\u00e9cifiques des apprentissages\u201d, retrieved at https:\/\/www.inserm.fr\/information-en-sante\/dossiers-information\/troubles-specifiques-apprentissages<\/a>, last consulted on the 27-11-2020 [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.9.4″ _module_preset=”default”]<\/p>\n \u2022 Givord, P. (2020), “Do boys and girls have similar attitudes towards competition and failure?”, PISA in Focus, No. 105, OECD Publishing, Paris, https:\/\/doi.org\/10.1787\/a8898906-en<\/a>. [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ make_equal=”on” custom_padding_last_edited=”off|desktop” _builder_version=”4.6.6″ background_color=”#ffffff” width=”100%” max_width=”1280px” custom_padding=”|50px|180px|50px|false|false” custom_padding_phone=”|25px||25px|false|false”][et_pb_column type=”1_2″ _builder_version=”4.4.1″][et_pb_text module_class=”buttonSection” _builder_version=”4.9.4″ _dynamic_attributes=”link_option_url” _module_preset=”default” text_font=”|600|||||||” text_text_color=”#24449e” text_line_height=”4em” header_font=”|700|||||||” header_text_color=”#24449e” text_orientation=”center” height=”100%” custom_padding=”15px|15px|15px|15px|false|false” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6Ijg5MDYifX0=@” hover_enabled=”0″ border_radii=”on|5px|5px|5px|5px” border_width_all=”2px” border_color_all=”#24449e” box_shadow_style=”preset3″ box_shadow_vertical=”20px” box_shadow_blur=”40px” box_shadow_spread=”-40px” box_shadow_color=”#001b51″ sticky_enabled=”0″]<\/p>\n Iepriek\u0161\u0113j\u0101 sada\u013ca<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ module_class=”guideTextColumn” _builder_version=”4.6.6″][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Bibliogr\u0101fijaSatura r\u0101d\u012bt\u0101js1 da\u013ca \u2022 Avraamidou, L. and Osborne, J. (2009). The role of narrative in communicating science. International Journal of Science Education \u2022 Conle C. (2003). An anatomy of narrative curricula. Educational Researcher \u2022 Feynman, R. P. (2000). Six easy pieces. Adelphi \u2022 Fontana A., Storytelling Manual, Etas, Milan, 2009 \u2022 Norris, SP, Guilbert, SM, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false},"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/9510"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/comments?post=9510"}],"version-history":[{"count":13,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/9510\/revisions"}],"predecessor-version":[{"id":10139,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/9510\/revisions\/10139"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=9510"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\u2022 Clare, A. (2015), Escape the Game: How to make puzzles and escape rooms. Wero Creative Press. Kindle Edition.
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\u2022 Cs\u00edkszentmih\u00e1lyi, M. (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper Perennial.
\u2022 Erasmus+ project \u2018Escape Rooms for Social Entrepreneurship\u2019 (2020), Escape Rooms on Social Entrepreneurship: An analytical Production Guide, Retrieved from http:\/\/er-se.eu\/<\/a>
\u2022 Fenaert, M. (2020), Les femmes scientifiques, S\u2019CAPE, Retrieved on 14.09.2020 from https:\/\/scape.enepe.fr\/femmes-scientifiques.html<\/a>
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\u2022 Minist\u00e8re de l’\u00c9ducation nationale et de la Jeunesse (2019c), Voie g\u00e9n\u00e9rale, Sciences de la Vie et de la Terre : l\u2019information g\u00e9n\u00e9tique, sa transmission, son expression, sa variation. Retrieved on 14.09.2020 from https:\/\/cache.media.eduscol.education.fr\/file\/SVT\/87\/4\/RA19_Lycee_G_1_SVT_Information-genetique-transmission-expression-variation_1218874.pdf<\/a>
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\u2022 Canop\u00e9. Introduire les jeux coop\u00e9ratifs en classe
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\u25aa Bartlett, K.A. and Anderson, J.L. (2019) \u201cUsing an Escape Room to Support the Learning of Science Content\u201d, In: Proceedings of SITE 2019, Las Vegas, NV, United States, March 18-22, 2019, pp. 710-715.
\u25aa Clarke, S., Peel, D., Arnab, S., Morini, L., Keegan, H., and Wood, O. (2017) \u201cEscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher\/Further Education\u201d, International Journal of Serious Games, 4(3), pp. 73-86.
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\u25e6 Author links open overlay panel Tom Cerneva Richard Fenner
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\u2022 https:\/\/www.builtbyme.com\/famous-women-in-stem\/<\/a> Built by Me
\u2022 https:\/\/www.youtube.com\/watch?v=7O0z06YRKHg<\/a> Growing up in STEM – as a girl: Cassidy Williams
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\u2022 https:\/\/www.umces.edu\/news\/bridging-gap-women-grad-students-talk-rise-stem-power<\/a><\/p>\nPozit\u012bvi lomu mode\u013ci meiten\u0113m<\/h1>\n<\/div>\n