| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities
|
Günther-Hanssen, Anna
|
|
|
15 |
4 |
p. 885-910
|
artikel
|
| 2 |
Constructing inside-ness to physics: how matter comes to matter in physics identity work
|
Gonsalves, Allison J.
|
|
|
15 |
4 |
p. 911-921
|
artikel
|
| 3 |
Correction to: Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning
|
Alghamdi, Amani K. Hamdan
|
|
|
15 |
4 |
p. 1169
|
artikel
|
| 4 |
Demarcation as a classroom response to creationism: a critical examination of the National Academy of Sciences’ Science, Evolution, and Creationism (2008)
|
Lessl, Thomas M.
|
|
|
15 |
4 |
p. 923-935
|
artikel
|
| 5 |
Hegemonic and counter-hegemonic discourses in science education scholarship from the perspective of post-critical curricular theories
|
Rezende, Flavia
|
|
|
15 |
4 |
p. 1047-1065
|
artikel
|
| 6 |
Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment
|
Sedawi, Wisam
|
|
|
15 |
4 |
p. 955-989
|
artikel
|
| 7 |
Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction
|
Mkimbili, Selina Thomas
|
|
|
15 |
4 |
p. 1121-1142
|
artikel
|
| 8 |
Is science a universal or a culture-specific endeavor? The benefits of having secondary students critically explore this question
|
Yacoubian, Hagop A.
|
|
|
15 |
4 |
p. 1097-1119
|
artikel
|
| 9 |
Learners’ socio-cultural backgrounds and science teaching and learning: a case study of township schools in South Africa
|
Mavuru, Lydia
|
|
|
15 |
4 |
p. 1067-1095
|
artikel
|
| 10 |
Philosophy in the science classroom: How should biology teachers explain the relationship between science and religion to students?
|
Woodford, Peter J.
|
|
|
15 |
4 |
p. 937-950
|
artikel
|
| 11 |
Postmodern metaphor
|
Ali-Khan, Carolyne
|
|
|
15 |
4 |
p. 951-954
|
artikel
|
| 12 |
Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning
|
Alghamdi, Amani K. Hamdan
|
|
|
15 |
4 |
p. 1143-1167
|
artikel
|
| 13 |
The resurgence of everyday experiences in school science learning activities
|
Kervinen, Anttoni
|
|
|
15 |
4 |
p. 1019-1045
|
artikel
|
| 14 |
Too much too little: educating just in case?
|
Achieng, Stella Anne
|
|
|
15 |
4 |
p. 875-884
|
artikel
|
| 15 |
Toward a place-based learning progression for haze pollution in the northern region of Thailand
|
Ladachart, Luecha
|
|
|
15 |
4 |
p. 991-1017
|
artikel
|
| 16 |
Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali
|
Mutegi, Jomo W.
|
|
|
15 |
4 |
p. 861-874
|
artikel
|
Tijdschrift beschrijving