Open Access
Issue
SHS Web Conf.
Volume 175, 2023
International Conference in Innovation on Statistical Models Applied on Management, Humanity and Social Sciences (ICISMAMH2S 2023)
Article Number 01001
Number of page(s) 10
DOI https://doi.org/10.1051/shsconf/202317501001
Published online 17 August 2023
  1. A. El Moussaouy, J. Abderbi, et M. Daoudi, «Environmental Education in the Teaching and the Learning of Scientific Disciplines in Moroccan High Schools», Int. Educ. Stud., vol. 7, no 4, p. p33, mars 2014, DOI: 10.5539/ies.v7n4p33. [CrossRef] [Google Scholar]
  2. B. Bekhat, M. Madrane, R. Janati-Idrissi, R. Zerhane, et M. Laafou, «Améliorer l’enseignement de l’Education Relatif à l’Environnement dans le système éducatif marocain», vol. 28, no 2, p. 5, 2020. http://www.ijias.issr-journals.org/. [Google Scholar]
  3. E. Sukma, S. Ramadhan, et V. Indriyani, «Integration of environmental education in elementary schools», J. Phys. Conf. Ser., vol. 1481, no 1, p. 012136, mars 2020, DOI: 10.1088/1742-6596/1481/1/012136. [CrossRef] [Google Scholar]
  4. C. Reverdy, «L’essentiel sur…: L’utilisation de l’interdisciplinarité dans le secondaire», Édupass, 2016. https://edupass.hypotheses.org/929 (consulté le 8 avril 2020). [Google Scholar]
  5. L. Trouche, «Rien n’est plus pratique qu’une bonne interdisciplinarité», Hermès, vol. n° 85, no 3, p. 98, 2019, DOI: 10.3917/herm.085.0098. [Google Scholar]
  6. A. Hasni et P. Potvin, «Student’s Interest in Science and Technology and its Relationships with Teaching Methods, Family Context and Self-Efficacy», p. 30, 2015, DOI: 10.12973/ijese.2015.249a. [Google Scholar]
  7. P. Potvin, A. Hasni, O. Sy, et M. Riopel, «Two Crucial Years of Science and Technology Schooling: A Longitudinal Study of the Major Influences on and Interactions Between Self-Concept, Interest, and the Intention to Pursue S&T», Res. Sci. Educ., août 2018, DOI: 10.1007/s11165-018-9751-6. [Google Scholar]
  8. L. S. Nadelson et J. R. Jordan, «Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip» J. Educ. Res., vol. 105, no 3, p. 220-231, avr. 2012, DOI: 10.1080/00220671.2011.576715. [CrossRef] [Google Scholar]
  9. A. El Azzouzi, F. Kaddari, et A. Elachqar, «Physics Problem-Solving: Teachers’ Views on the Impact of Mathematics on Secondary Students’ Interest» J. Educ. Soc. Res., vol. 13, no 1, p. 204, janv. 2023, DOI: 10.36941/jesr-2023-0019. [CrossRef] [Google Scholar]
  10. A. E. El Azzouzi, F. Kaddari, et A. Elachqar, «Physics mathematization: Teachers’ observations on the application of ICT.», in 2022 International Conference on Intelligent Systems and Computer Vision (ISCV), Mai 2022, p. 1-5. DOI: 10.1109/ISCV54655.2022.9806103. [Google Scholar]
  11. V. Manusov, A. Kalanakova, J. Ahyoev, I. Zicmane, S. Praveenkumar, et M. Safaraliev, «Analysis of Mathematical Methods of Integral Expert Evaluation for Predictive Diagnostics of Technical Systems Based on the Kemeny Median» Inventions, vol. 8, no 1, p. 28, janv. 2023, DOI: 10.3390/inventions8010028. [CrossRef] [Google Scholar]
  12. A. Traxler, «Networks and Learning: A View from Physics» J. Learn. Anal., vol. 9, no 1, p. 111-119, mars 2022, DOI: 10.18608/jla.2022.7669. [CrossRef] [Google Scholar]
  13. D. E. Reed, E. C. Kaplita, D. A. McKenzie, et R. A. Jones, «Student Experiences and Changing Science Interest When Transitioning from K-12 to College» Educ. Sci., vol. 12, no 7, p. 496, juill. 2022, DOI: 10.3390/educsci12070496. [CrossRef] [Google Scholar]
  14. O. Kabil, «Philosophy in Physics Education» Procedia - Soc. Behav. Sci., vol. 197, p. 675-679, juill. 2015, DOI: 10.1016/j.sbspro.2015.07.057. [CrossRef] [Google Scholar]
  15. Z. Balkan, N. Alev, et I. S. Karal, «Physics and mathematics teachers’ ideas about topics that could be related or integrated» Procedia - Soc. Behav. Sci., vol. 2, no 2, p. 1558-1562, 2010, DOI: 10.1016/j.sbspro.2010.03.235. [CrossRef] [Google Scholar]
  16. K. Bain, J.-M. G. Rodriguez, et M. H. Towns, «Zero-Order Chemical Kinetics as a Context To Investigate Student Understanding of Catalysts and Half-Life», J. Chem. Educ., vol. 95, no 5, p. 716-725, mai 2018, DOI: 10.1021/acs.jchemed.7b00974. [CrossRef] [Google Scholar]
  17. S. M. Sadrameli, «Mathematical models for the simulation of thermal regenerators: A state-of-the-art review» Renew. Sustain. Energy Rev., vol. 58, p. 462-476, mai 2016, DOI: 10.1016/j.rser.2015.12.154. S. S. West, S. Vasquez-Mireles, et C. Coker, «Mathematics and/or Science Education: Separate or Integrate?», J. Math. Sci., p. 8, 2007. [CrossRef] [Google Scholar]
  18. M. Kim, Y. Cheong, et J. Song, «The Meanings of Physics Equations and Physics Education», J. Korean Phys. Soc., vol. 73, no 2, p. 145-151, juill. 2018, DOI: 10.3938/jkps.73.145. [CrossRef] [Google Scholar]
  19. L. Vinitsky-Pinsky et I. Galili, «The Need to Clarify the Relationship between Physics and Mathematics in Science Curriculum: Cultural Knowledge as Possible Framework» Procedia - Soc. Behav. Sci., vol. 116, p. 611-616, févr. 2014, DOI: 10.1016/j.sbspro.2014.01.266. [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.