| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Agnotology, Scientific Consensus, and the Teaching and Learning of Climate Change: A Response to Legates, Soon and Briggs
|
Bedford, Daniel
|
|
2013
|
|
8 |
p. 2019-2030
|
artikel
|
| 2 |
Author Index Volume 12 2003
|
|
|
2003
|
|
8 |
p. 807-808
2 p.
|
artikel
|
| 3 |
Bas C. Van Fraassen: Scientific Representation: Paradoxes of Perspective
|
Padovani, Flavia
|
|
2011
|
|
8 |
p. 1199-1204
|
artikel
|
| 4 |
Can an Analysis of the Contrast Between pre-Galilean and Newtonian Theoretical Frameworks Help Students Develop a Scientific Mindset
|
Calvin S. Kalman
|
|
2003
|
|
8 |
p. 761-772
12 p.
|
artikel
|
| 5 |
Comparing Teaching Approaches About Maxwell’s Displacement Current
|
Karam, Ricardo
|
|
2013
|
|
8 |
p. 1637-1661
|
artikel
|
| 6 |
Consolidating Pre-service Physics Teachers’ Subject Matter Knowledge Using Didactical Reconstructions
|
Mäntylä, T.
|
|
2013
|
|
8 |
p. 1583-1604
|
artikel
|
| 7 |
Constructivism: Defense or a ContinualCritical Appraisal A Response to Gil-Pérez et al.
|
Mansoor Niaz
|
|
2003
|
|
8 |
p. 787-797
11 p.
|
artikel
|
| 8 |
Contents of Volume 12 2003
|
|
|
2003
|
|
8 |
p. 803-806
4 p.
|
artikel
|
| 9 |
Context-Dependent “Upper Anchors” for Learning Progressions
|
Sikorski, Tiffany-Rose
|
|
2019
|
|
8 |
p. 957-981
|
artikel
|
| 10 |
Contributors
|
|
|
2003
|
|
8 |
p. 799-802
4 p.
|
artikel
|
| 11 |
Creating New Technologists of Research in the 1960s: The Case of the Reproduction of Automated Chromatography Specialists and Practitioners
|
Gerontas, Apostolos
|
|
2013
|
|
8 |
p. 1681-1700
|
artikel
|
| 12 |
Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability
|
Mueller, Michael P.
|
|
2008
|
|
8 |
p. 1031-1056
|
artikel
|
| 13 |
Encountering Productive Forms of Complexity in Learning Modern Physics
|
Levrini, Olivia
|
|
2013
|
|
8 |
p. 1895-1910
|
artikel
|
| 14 |
Encouraging a “Romantic Understanding” of Science: The Effect of the Nikola Tesla Story
|
Hadzigeorgiou, Yannis
|
|
2011
|
|
8 |
p. 1111-1138
|
artikel
|
| 15 |
Exemplarity in Mathematics Education: from a Romanticist Viewpoint to a Modern Hermeneutical One
|
Patronis, Tasos
|
|
2013
|
|
8 |
p. 1993-2005
|
artikel
|
| 16 |
First Year Turkish Science Undergraduates’ Understandings and Misconceptions of Light
|
Yalcin, Mehmet
|
|
2008
|
|
8 |
p. 1083-1093
|
artikel
|
| 17 |
George Terzis and Robert Arp (eds): Information and Living Systems: Philosophical and Scientific Perspectives
|
Artmann, Stefan
|
|
2011
|
|
8 |
p. 1223-1228
|
artikel
|
| 18 |
Grist to the Mill of Anti-evolutionism: The Failed Strategy of Ruling the Supernatural Out of Science by Philosophical Fiat
|
Boudry, Maarten
|
|
2012
|
|
8 |
p. 1151-1165
|
artikel
|
| 19 |
How to Use Historical Approach to Teach Nature of Science in Chemistry Education?
|
Tolvanen, Simo
|
|
2013
|
|
8 |
p. 1605-1636
|
artikel
|
| 20 |
Integrating History and Philosophy of the Life Sciences in Practice to Enhance Science Education: Swammerdam’s Historia Insectorum Generalis and the Case of the Water Flea
|
Kendig, Catherine
|
|
2013
|
|
8 |
p. 1939-1961
|
artikel
|
| 21 |
Introduction: The Second Nordic HPS&ST Symposium
|
Koponen, Ismo T.
|
|
2014
|
|
8 |
p. 1565-1566
|
artikel
|
| 22 |
John Hedley Brooke and Ronald L. Numbers (eds): Science and Religion Around the World
|
McGrath, Alister
|
|
2011
|
|
8 |
p. 1209-1211
|
artikel
|
| 23 |
Keith S. Taber: Progressing Science Education: Constructing the Scientific Research Programme into the Contingent Nature of Learning Science
|
Duschl, Richard
|
|
2011
|
|
8 |
p. 1205-1208
|
artikel
|
| 24 |
Learning and Teaching Climate Science: The Perils of Consensus Knowledge Using Agnotology
|
Legates, David R.
|
|
2013
|
|
8 |
p. 2007-2017
|
artikel
|
| 25 |
Learning Progressions and Science Practices
|
Pierson, Ashlyn E.
|
|
2019
|
|
8 |
p. 833-841
|
artikel
|
| 26 |
Learning to Interpret Measurement and Motion in Fourth Grade Computational Modeling
|
Farris, Amy Voss
|
|
2019
|
|
8 |
p. 927-956
|
artikel
|
| 27 |
Marcia C. Linn and Bat-Sheva Eylon: Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration
|
Niaz, Mansoor
|
|
2013
|
|
8 |
p. 2035-2039
|
artikel
|
| 28 |
Mario Bunge: Matter and Mind: A Philosophical Inquiry
|
Slezak, Peter
|
|
2011
|
|
8 |
p. 1213-1221
|
artikel
|
| 29 |
Massimo Pigliucci: Answers for Aristotle. How Science and Philosophy Can Lead Us to a More Meaningful Life
|
Marcos, Alfredo
|
|
2013
|
|
8 |
p. 2047-2052
|
artikel
|
| 30 |
Niaz, M. & Marcano, C. (2012): Reconstruction of Wave-Particle Duality and Its Implications for General Chemistry Textbooks
|
Berg, K. C. de
|
|
2012
|
|
8 |
p. 2031-2033
|
artikel
|
| 31 |
On the Concept of Energy: How Understanding its History can Improve Physics Teaching
|
Lopes Coelho, Ricardo
|
|
2007
|
|
8 |
p. 961-983
|
artikel
|
| 32 |
On the Power of Fine Arts Pictorial Imagery in Science Education
|
Galili, Igal
|
|
2013
|
|
8 |
p. 1911-1938
|
artikel
|
| 33 |
Paul Thagard: The Cognitive Science of Science: Explanation, Discovery, and Conceptual Change
|
Rosengren, Karl S.
|
|
2013
|
|
8 |
p. 2041-2045
|
artikel
|
| 34 |
Philosophy of Science and Education
|
Jung, Walter
|
|
2012
|
|
8 |
p. 1055-1083
|
artikel
|
| 35 |
Problems of Abstraction: Defining an American Standard for Mathematics Education at the Turn of the Twentieth Century
|
Fiss, Andrew
|
|
2011
|
|
8 |
p. 1185-1197
|
artikel
|
| 36 |
Public Reason and Teaching Science in a Multicultural World: a Comment on Cobern and Loving: “An Essay for Educators…’ in the Light of John Rawls’ Political Philosophy
|
Zeyer, Albert
|
|
2008
|
|
8 |
p. 1095-1100
|
artikel
|
| 37 |
Questioning and Experimentation
|
Mutanen, Arto
|
|
2013
|
|
8 |
p. 1567-1582
|
artikel
|
| 38 |
Sedimentation of Modeling Practices
|
Pierson, Ashlyn E.
|
|
2019
|
|
8 |
p. 897-925
|
artikel
|
| 39 |
Students’ Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles
|
Tsaparlis, Georgios
|
|
2013
|
|
8 |
p. 1963-1991
|
artikel
|
| 40 |
Tensions Between Learning Models and Engaging in Modeling
|
Guy-Gaytán, Candice
|
|
2019
|
|
8 |
p. 843-864
|
artikel
|
| 41 |
The Body and the Production of Phenomena in the Science Laboratory
|
Hardahl, Liv Kondrup
|
|
2019
|
|
8 |
p. 865-895
|
artikel
|
| 42 |
The Concept of Nondeterminism: Its Development and Implications for Teaching
|
Armoni, Michal
|
|
2008
|
|
8 |
p. 1005-1030
|
artikel
|
| 43 |
The Fact of Evolution: Implications for Science Education
|
James R. Hofmann
|
|
2003
|
|
8 |
p. 729-760
32 p.
|
artikel
|
| 44 |
The History of the Cooling Law: When the Search for Simplicity can be an Obstacle
|
Besson, Ugo
|
|
2010
|
|
8 |
p. 1085-1110
|
artikel
|
| 45 |
The History of the Planar Elastica: Insights into Mechanics and Scientific Method
|
Goss, Victor Geoffrey Alan
|
|
2008
|
|
8 |
p. 1057-1082
|
artikel
|
| 46 |
The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory
|
Blancke, Stefaan
|
|
2011
|
|
8 |
p. 1167-1184
|
artikel
|
| 47 |
The Lifeworld Earth and a Modelled Earth
|
Juuti, Kalle
|
|
2013
|
|
8 |
p. 1663-1680
|
artikel
|
| 48 |
The Project Physics Course, Then and Now
|
Gerald Holton
|
|
2003
|
|
8 |
p. 779-786
8 p.
|
artikel
|
| 49 |
Tim Sprod: Discussions in Science: Promoting Conceptual Understanding in the Middle School Years
|
Matthews, Michael R.
|
|
2013
|
|
8 |
p. 2053-2054
|
artikel
|
| 50 |
Understanding Scientific Methodology in the Historical and Experimental Sciences via Language Analysis
|
Dodick, Jeff
|
|
2008
|
|
8 |
p. 985-1004
|
artikel
|
| 51 |
Vitalism and the Darwin Debate
|
Henderson, James
|
|
2011
|
|
8 |
p. 1139-1149
|
artikel
|
| 52 |
What Are Models and Why Do We Need Them?
|
Richard E. Grandy
|
|
2003
|
|
8 |
p. 773-777
5 p.
|
artikel
|
Tijdschrift beschrijving