| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Conceptualizing science learning as a collective social practice: changing the social pedagogical compass for a child with visual impairment
|
Fleer, Marilyn
|
|
2015
|
10 |
3 |
p. 803-831
|
artikel
|
| 2 |
Envisioning a career in science, technology, engineering and mathematics: some challenges and possibilities
|
Sharkawy, Azza
|
|
2015
|
10 |
3 |
p. 657-664
|
artikel
|
| 3 |
Examining teacher-researcher collaboration through the cultural interface
|
Goff, Wendy
|
|
2015
|
10 |
3 |
p. 621-627
|
artikel
|
| 4 |
Formative assessment as a vehicle for changing classroom practice in a specific cultural context
|
Chen, Jingping
|
|
2015
|
10 |
3 |
p. 753-762
|
artikel
|
| 5 |
Grappling with wicked problems: exploring photovoice as a decolonizing methodology in science education
|
Cook, Kristin
|
|
2015
|
10 |
3 |
p. 581-592
|
artikel
|
| 6 |
How high school students envision their STEM career pathways
|
Zhang, Lin
|
|
2013
|
10 |
3 |
p. 637-656
|
artikel
|
| 7 |
Investigating local sustainable environmental perspectives of Kenyan community members and teachers
|
Quigley, Cassie F.
|
|
2014
|
10 |
3 |
p. 551-580
|
artikel
|
| 8 |
Is the moon more round in the Western world? Some important aspects of comparative education
|
Chang Rundgren, Shu-Nu
|
|
2015
|
10 |
3 |
p. 707-718
|
artikel
|
| 9 |
Learning from metaphors
|
Lundegård, Iann
|
|
2015
|
10 |
3 |
p. 695-705
|
artikel
|
| 10 |
Mapping the entangled ontology of science teachers’ lived experience
|
Daugbjerg, Peer S.
|
|
2015
|
10 |
3 |
p. 777-801
|
artikel
|
| 11 |
Out of sight, out of mind: global connection, environmental discourse and the emerging field of sustainability education
|
Henderson, Joseph A.
|
|
2015
|
10 |
3 |
p. 593-601
|
artikel
|
| 12 |
Relational agency from a teacher as researcher perspective
|
Wright, Shequana
|
|
2015
|
10 |
3 |
p. 629-636
|
artikel
|
| 13 |
The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam
|
Hằng, Ngô Vũ Thu
|
|
2015
|
10 |
3 |
p. 665-693
|
artikel
|
| 14 |
There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research
|
Yin, Xinying
|
|
2014
|
10 |
3 |
p. 719-752
|
artikel
|
| 15 |
Tribute to Christine Chin
|
Teo, Tang Wee
|
|
2014
|
10 |
3 |
p. 855-864
|
artikel
|
| 16 |
Unpacking teacher–researcher collaboration with three theoretical frameworks: a case of expansive learning activity?
|
Gade, Sharada
|
|
2015
|
10 |
3 |
p. 603-619
|
artikel
|
| 17 |
“Why bother so incredibly much?”: student perspectives on PISA science assignments
|
Serder, Margareta
|
|
2014
|
10 |
3 |
p. 833-853
|
artikel
|
| 18 |
Written formative assessment and silence in the classroom
|
Lee Hang, Desmond Mene
|
|
2015
|
10 |
3 |
p. 763-775
|
artikel
|
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