| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Buddhist and arts-based practices for addressing racial oppression: building upon Cleveland and Tobin’s mindfulness in education
|
Kwah, Helen
|
|
|
14 |
4 |
p. 1123-1131
|
artikel
|
| 2 |
Changing minds or rhetoric? How students use their many natures of science to talk about evolution
|
Kohut, Michael
|
|
|
14 |
4 |
p. 839-862
|
artikel
|
| 3 |
Conceptions of wayfinding: decolonizing science education in pursuit of Native American success
|
Howard, Melinda A.
|
|
|
14 |
4 |
p. 1135-1148
|
artikel
|
| 4 |
Discerning contextual complexities in STEM career pathways: insights from successful Latinas
|
Gallard Martínez, Alejandro J.
|
|
|
14 |
4 |
p. 1079-1103
|
artikel
|
| 5 |
Extending Tobin’s mindfulness in education
|
Cleveland, Richard
|
|
|
14 |
4 |
p. 1115-1121
|
artikel
|
| 6 |
Female and minority experiences in an astronomy-based science hobby
|
Hite, Rebecca
|
|
|
14 |
4 |
p. 937-962
|
artikel
|
| 7 |
Health in school: stress, individual responsibility and democratic politics
|
Malmberg, Claes
|
|
|
14 |
4 |
p. 863-878
|
artikel
|
| 8 |
Humanizing disciplinary literacy pedagogy for Dinka refugee children
|
Wilder, Phillip
|
|
|
14 |
4 |
p. 1071-1077
|
artikel
|
| 9 |
Identification, collection and consumption of weeds and wild vegetables in Mexican communities: institutionalized local ancestral indigenous knowledge as ecological literacy, place and identity
|
Ramos de Robles, S. Lizette
|
|
|
14 |
4 |
p. 1011-1030
|
artikel
|
| 10 |
Indigenous STEM success stories as disquieting decolonization: thoughts on new times and, old thoughts about place-ness
|
Marker, Michael
|
|
|
14 |
4 |
p. 1149-1154
|
artikel
|
| 11 |
Mapping the evolution of an after-school STEM club for African American girls using activity theory
|
Wade-Jaimes, Katherine
|
|
|
14 |
4 |
p. 981-1010
|
artikel
|
| 12 |
Pathways, intersections and leaky pipelines: the cognitive function of metaphors for research on STEM careers
|
Tajmel, Tanja
|
|
|
14 |
4 |
p. 1105-1113
|
artikel
|
| 13 |
Place, food practices, and scientific knowledge
|
Brkich, Katie Lynn
|
|
|
14 |
4 |
p. 1037-1043
|
artikel
|
| 14 |
Place, food practices, and scientific knowledge
|
Brkich, Katie Lynn
|
|
|
14 |
4 |
p. 1037-1043
|
artikel
|
| 15 |
Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity
|
Åkerblom, Annika
|
|
|
14 |
4 |
p. 879-895
|
artikel
|
| 16 |
Realizing transformative agency and student identity: meaningful practical activity based formative intervention at grade eight
|
Gade, Sharada
|
|
|
14 |
4 |
p. 897-914
|
artikel
|
| 17 |
Showtime: the biopolitical performance of ‘effective beginning science teacher’
|
Wallace, Maria F. G.
|
|
|
14 |
4 |
p. 963-980
|
artikel
|
| 18 |
The role of story and place in Indigenous science education: Bigfoot in a youth-designed ecological restoration plan
|
Howard, Melinda
|
|
|
14 |
4 |
p. 915-935
|
artikel
|
| 19 |
The tensions between indigenous knowledge and western science
|
Dentzau, Michael W.
|
|
|
14 |
4 |
p. 1031-1036
|
artikel
|
| 20 |
Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science
|
Fleer, Marilyn
|
|
|
14 |
4 |
p. 1045-1069
|
artikel
|
| 21 |
What counts as science? Expansive learning actions for teaching and learning science with bilingual children
|
Martínez-Álvarez, Patricia
|
|
|
14 |
4 |
p. 799-837
|
artikel
|
| 22 |
Yahdii reveals the way
|
Johnson, Princess Daazhraii
|
|
|
14 |
4 |
p. 1133-1134
|
artikel
|
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