| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Chafing borderlands: obstacles for science teaching and learning in preschool teacher education
|
Andersson, Kristina
|
|
|
15 |
2 |
p. 433-452
|
artikel
|
| 2 |
Developing teacher professionalism for teaching socio-scientific issues: What and how should teachers learn?
|
Chang, Jina
|
|
|
15 |
2 |
p. 423-431
|
artikel
|
| 3 |
Getting to the root of the matter: pre-service teachers’ experiences and positionalities with learning to teach in culturally diverse contexts
|
Mark, Sheron
|
|
|
15 |
2 |
p. 453-483
|
artikel
|
| 4 |
How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs?
|
Martínez, Alejandro José Gallard
|
|
|
15 |
2 |
p. 545-567
|
artikel
|
| 5 |
How do we do this: learning how to teach socioscientific issues
|
Macalalag, Augusto Z.
|
|
|
15 |
2 |
p. 389-413
|
artikel
|
| 6 |
Human and non-human tensions in socioscientific issues and the oil sands in Canada
|
Hoeg, Darren
|
|
|
15 |
2 |
p. 415-422
|
artikel
|
| 7 |
Intensity of emotional energy in situated cultural practices of science education
|
Davis, James P.
|
|
|
15 |
2 |
p. 359-388
|
artikel
|
| 8 |
Operationalizing intersectionality to investigate the role of recognition in the landscape of becoming
|
Gonsalves, Allison J.
|
|
|
15 |
2 |
p. 347-357
|
artikel
|
| 9 |
Reflecting on translanguaging by a monolingual: Is that paradoxical?
|
Clarkson, Philip
|
|
|
15 |
2 |
p. 511-521
|
artikel
|
| 10 |
Rethinking approaches to research: the importance of considering contextually mitigating factors in promoting equitable practices in science education research
|
Martin, Sonya N.
|
|
|
15 |
2 |
p. 569-582
|
artikel
|
| 11 |
Revealing a bilingual science teacher’s dynamic views and practice about science and language teaching through dialogic reflections
|
Swanson, Lauren
|
|
|
15 |
2 |
p. 523-543
|
artikel
|
| 12 |
Science education during times of crisis: calling for reflections, responses, and forward thinking from the CSSE community
|
Siry, Christina
|
|
|
15 |
2 |
p. 317-322
|
artikel
|
| 13 |
Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens
|
Avraamidou, Lucy
|
|
|
15 |
2 |
p. 323-345
|
artikel
|
| 14 |
The cultural interface tension: doing Indigenous work in the academy
|
McKinley, Elizabeth
|
|
|
15 |
2 |
p. 615-621
|
artikel
|
| 15 |
The productive uncertainty of indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers
|
Anthony-Stevens, Vanessa
|
|
|
15 |
2 |
p. 595-613
|
artikel
|
| 16 |
Translanguaging in a middle school science classroom: constructing scientific arguments in English and Spanish
|
Licona, Peter R.
|
|
|
15 |
2 |
p. 485-510
|
artikel
|
| 17 |
Working toward equitable research practices: the value of highlighting complexity and respecting context
|
Siry, Christina
|
|
|
15 |
2 |
p. 583-593
|
artikel
|
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