Using Computational Grounded Theory to analyze pre-service chemistry teachers’ reflective practice within a Service-Learning oriented seminar.

Marvin Rost; Resch Katharina; Anja Lembens

Using Computational Grounded Theory to analyze pre-service chemistry teachers’ reflective practice within a Service-Learning oriented seminar.

Marvin Rost
, Resch Katharina
, Anja Lembens

Plattform für Didaktik der Naturwissenschaften (AECCs)

Veröffentlichungen: Beitrag in Fachzeitschrift › Artikel › Peer Reviewed

Originalsprache	Englisch
Seitenumfang	22
Fachzeitschrift	Journal of Science Education and Technology
Publikationsstatus	Veröffentlicht - 2025

ÖFOS 2012

503013 Fachdidaktik Naturwissenschaften

Andere Dateien und Links

https://doi.org/10.1007/s10956-025-10236-x

Zitationsweisen

@article{83da1feebab24cdbb11f71913c8775bf,

title = "Using Computational Grounded Theory to analyze pre-service chemistry teachers{\textquoteright} reflective practice within a Service-Learning oriented seminar.",

keywords = "Chemistry Education, Reflective Practice, Computational Grounded Theory",

author = "Marvin Rost and Resch Katharina and Anja Lembens",

year = "2025",

language = "English",

journal = "Journal of Science Education and Technology",

issn = "1059-0145",

}

TY - JOUR

T1 - Using Computational Grounded Theory to analyze pre-service chemistry teachers’ reflective practice within a Service-Learning oriented seminar.

AU - Rost, Marvin

AU - Katharina, Resch

AU - Lembens, Anja

PY - 2025

Y1 - 2025

KW - Chemistry Education

KW - Reflective Practice

KW - Computational Grounded Theory

UR - https://doi.org/10.1007/s10956-025-10236-x

M3 - Article

SN - 1059-0145

JO - Journal of Science Education and Technology

JF - Journal of Science Education and Technology

ER -