about
Science games and the development of scientific possible selves.Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership.Disciplinary power and the school formSciences for the red zones of neoliberalismAccessing the elite figured world of scienceThe educational situation in Utopia: why what is, isNARST: a lived historyScience teachers’ interpretations of Islamic culture related to science education versus the Islamic epistemology and ontology of scienceDavid F. Treagust: congenial soul, science educator, and international research leaderMapping the entangled ontology of science teachers’ lived experienceMunicipal consultants’ participation in building networks to support science teachers’ workAn interdisciplinary collaboration between computer engineering and mathematics/bilingual education to develop a curriculum for underrepresented middle school studentsResponse to Johannsen, Rump, and Linder’s Penetrating a wall of introspection: a critical attrition analysisFrom empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM educationThe utility of citizen science projects in K-5 schools: measures of community engagement and student impactsEngaging novice teachers in semiotic inquiry: considering the environmental messages of school learning settingsWritten formative assessment and silence in the classroomTeaching intelligent design or sparking interest in science? What players do with Will Wright’s SporeInvestigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four“Shut up and calculate”: the available discursive positions in quantum physics coursesScience education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in TaiwanValuing difference in students’ culture and experience in school science lessonsKnowledge, beliefs and pedagogy: how the nature of science should inform the aims of science education (and not just when teaching evolution)Teaching and learning science in linguistically diverse classroomsHow to reconcile the multiculturalist and universalist approaches to science educationChemistry for whom? Gender awareness in teaching and learning chemistryInquiry and flow in science educationKnowledge and power in the technology classroom: a framework for studying teachers and students in actionImplementation of inquiry-based science education in different countries: some reflectionsReforms in pedagogy and the Confucian tradition: looking below the surfaceScience teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive BildungYoung children’s imagination in science education and education for sustainabilityBoundary Crossing during Pre-service Teacher Training: empowering or hampering professional growth?Swimming with the ShoalIn the maw of the Ouroboros: an analysis of scientific literacy and democracyScience learning and teaching in a Creole-speaking environmentA response to Annette Gough and Jesse Bazzul. Subverting subjectivity: an anti-neoliberal reformulation of science education for lifeBreak the Cultural PatternsThe material co-construction of hard science fiction and physicsLeaving the classroom: a didactic framework for education in environmental sciences
P1433
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P1433
description
journal
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revista científica
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rivista scientifica
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wetenschappelijk tijdschrift van Springer Science+Business Media
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wissenschaftliche Fachzeitschrift
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Cultural Studies of Science Education
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Cultural Studies of Science Education
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Cultural Studies of Science Education
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Cultural Studies of Science Education
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Cultural Studies of Science Education
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Cultural Studies of Science Education
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P1055
P1058
P1156
4700152624
P1277
P1476
CSSE
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