| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Advancing alternate tools: why science education needs CRP and CRT
|
Dodo Seriki, Vanessa
|
|
2016
|
13 |
1 |
p. 93-100
|
artikel
|
| 2 |
Composing new understandings of sustainability in the Anthropocene
|
Jeong, Sophia (Sun Kyung)
|
|
2017
|
13 |
1 |
p. 299-315
|
artikel
|
| 3 |
Composing new understandings of sustainability in the Anthropocene
|
Jeong, Sophia (Sun Kyung)
|
|
|
13 |
1 |
p. 299-315
|
artikel
|
| 4 |
Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education
|
Ellison, Scott
|
|
2016
|
13 |
1 |
p. 267-298
|
artikel
|
| 5 |
Engaging plant anatomy and local knowledge on the buriti palm (Mauritia flexuosa L.f.: Arecaceae): the microscopic world meets the golden grass artisan’s perspective
|
Viana, Rebeca V. R.
|
|
2016
|
13 |
1 |
p. 253-265
|
artikel
|
| 6 |
Imagery, intuition and imagination in quantum physics education
|
Stapleton, Andrew J.
|
|
2018
|
13 |
1 |
p. 227-233
|
artikel
|
| 7 |
Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community
|
Miller, Brant G.
|
|
2016
|
13 |
1 |
p. 31-58
|
artikel
|
| 8 |
Investigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four
|
Gade, Sharada
|
|
2016
|
13 |
1 |
p. 235-252
|
artikel
|
| 9 |
Knowledge and power in the technology classroom: a framework for studying teachers and students in action
|
Danielsson, Anna T.
|
|
2017
|
13 |
1 |
p. 163-184
|
artikel
|
| 10 |
Reconfiguring the optics of the critical gaze in science education (after the critique of critique): (re)thinking “what counts” through Foucaultian prismatics
|
Higgins, Marc
|
|
2017
|
13 |
1 |
p. 185-203
|
artikel
|
| 11 |
Reforms in pedagogy and the Confucian tradition: looking below the surface
|
Ho, Felix M.
|
|
2017
|
13 |
1 |
p. 133-145
|
artikel
|
| 12 |
Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan - 儒家學習文化對科學教育改革的可能影響:臺灣自然科教師之觀點分析
|
Huang, Ying-Syuan
|
|
2016
|
13 |
1 |
p. 101-131
|
artikel
|
| 13 |
Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung
|
Sjöström, Jesper
|
|
2017
|
13 |
1 |
p. 147-161
|
artikel
|
| 14 |
“Shut up and calculate”: the available discursive positions in quantum physics courses
|
Johansson, Anders
|
|
2016
|
13 |
1 |
p. 205-226
|
artikel
|
| 15 |
Silencing of voices in a Swedish science classroom
|
Ramos de Robles, S. Lizette
|
|
2016
|
13 |
1 |
p. 21-29
|
artikel
|
| 16 |
Student explanations of their science teachers’ assessments, grading practices and how they learn science
|
Carmen Gomez, María del
|
|
2016
|
13 |
1 |
p. 1-20
|
artikel
|
| 17 |
Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth
|
Ridgeway, Monica L.
|
|
2016
|
13 |
1 |
p. 59-84
|
artikel
|
| 18 |
Whose interests and under whose control?: Interest convergence in science-focused school–community collaborations
|
Morrison, Deb
|
|
2016
|
13 |
1 |
p. 85-91
|
artikel
|
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