| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A cross-case analysis of three Native Science Field Centers
|
Augare, Helen J.
|
|
2015
|
12 |
2 |
p. 227-253
|
article
|
| 2 |
A well-started beginning elementary teacher’s beliefs and practices in relation to reform recommendations about inquiry-based science
|
Avraamidou, Lucy
|
|
2016
|
12 |
2 |
p. 331-353
|
article
|
| 3 |
Chemistry for whom? Gender awareness in teaching and learning chemistry
|
Andersson, Kristina
|
|
2016
|
12 |
2 |
p. 425-433
|
article
|
| 4 |
Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry
|
Ståhl, Marie
|
|
2016
|
12 |
2 |
p. 395-423
|
article
|
| 5 |
Cultivation of science identity through authentic science in an urban high school classroom
|
Chapman, Angela
|
|
2016
|
12 |
2 |
p. 469-491
|
article
|
| 6 |
Dilemmas in examining understanding of nature of science in Vietnam
|
Thao-Do, Thi Phuong
|
|
2015
|
12 |
2 |
p. 255-269
|
article
|
| 7 |
Dilemmas in examining understanding of nature of science in Vietnam
|
Hatherley-Greene, Peter
|
|
2017
|
12 |
2 |
p. 271-274
|
article
|
| 8 |
Equitable research: a bridge too far?
|
Walls, Leon
|
|
2016
|
12 |
2 |
p. 493-503
|
article
|
| 9 |
In pursuit of the practice of radical equality: Rancière inspired pedagogical inquiries in elementary school science education
|
Otoide, Lorraine
|
|
2016
|
12 |
2 |
p. 299-319
|
article
|
| 10 |
In response to David Greenwood’s ‘Place mobility and faculty life: mindfulness through change’ through the lens of science teacher education programs
|
Nyaema, Mary K.
|
|
2016
|
12 |
2 |
p. 513-519
|
article
|
| 11 |
(Re)considering Foucault for science education research: considerations of truth, power and governance
|
Bazzul, Jesse
|
|
2017
|
12 |
2 |
p. 435-452
|
article
|
| 12 |
Salt, time, and metaphor: examining norms in scientific culture
|
Brady, Anna G.
|
|
2016
|
12 |
2 |
p. 387-394
|
article
|
| 13 |
SciJourn is magic: construction of a science journalism community of practice
|
Nicholas, Celeste R.
|
|
2015
|
12 |
2 |
p. 275-298
|
article
|
| 14 |
Sociocultural influences on science and on science identities
|
Guerra, Andreia
|
|
2016
|
12 |
2 |
p. 505-511
|
article
|
| 15 |
The place of practical wisdom in science education: what can be learned from Aristotelian ethics and a virtue-based theory of knowledge
|
Salloum, Sara
|
|
2016
|
12 |
2 |
p. 355-367
|
article
|
| 16 |
Toward the sociopolitical in science education
|
Tolbert, Sara
|
|
2016
|
12 |
2 |
p. 321-330
|
article
|
| 17 |
Visualizing time: how linguistic metaphors are incorporated into displaying instruments in the process of interpreting time-varying signals
|
Garcia-Belmonte, Germà
|
|
2016
|
12 |
2 |
p. 369-385
|
article
|
| 18 |
What does it means to be a critical scholar? A metalogue between science education doctoral students
|
Cian, Heidi
|
|
2016
|
12 |
2 |
p. 453-467
|
article
|
Journal description