| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A convenient dichotomy: critical eyes on the limits to biological knowledge
|
Milne, Catherine
|
|
2011
|
6 |
2 |
p. 305-310
|
article
|
| 2 |
Cultural resources of minority and marginalised students should be included in the school science curriculum
|
Chigeza, Philemon
|
|
2011
|
6 |
2 |
p. 401-412
|
article
|
| 3 |
Ecojustice in science education: leaving the classroom
|
Mueller, Michael P.
|
|
2011
|
6 |
2 |
p. 351-360
|
article
|
| 4 |
George Glasson and George Bogg’s prospects on the environmental friendly relationship and ecojustice
|
Dopico, Eduardo
|
|
2011
|
6 |
2 |
p. 347-350
|
article
|
| 5 |
Global environmental crisis: is there a connection with place-based, ecosociocultural education in rural Spain?
|
Glasson, George E.
|
|
2011
|
6 |
2 |
p. 327-335
|
article
|
| 6 |
Identity: a complex structure for researching students’ academic behavior in science and mathematics
|
Aydeniz, Mehmet
|
|
2011
|
6 |
2 |
p. 509-523
|
article
|
| 7 |
Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher
|
Rivera Maulucci, Maria S.
|
|
2011
|
6 |
2 |
p. 413-434
|
article
|
| 8 |
Language is also a place of struggle
|
Nhalevilo, Emilia A.
|
|
2010
|
6 |
2 |
p. 441-444
|
article
|
| 9 |
Leaving the classroom: a didactic framework for education in environmental sciences
|
Dopico, Eduardo
|
|
2010
|
6 |
2 |
p. 311-326
|
article
|
| 10 |
Multidimensionality of cultural practices: implications for culturally relevant science education
|
Ares, Nancy
|
|
2010
|
6 |
2 |
p. 381-388
|
article
|
| 11 |
Products and processes of agri-scientific service-learning: adding harmony to Dopico and Garcia-Vázquez
|
Boggs, George L.
|
|
2011
|
6 |
2 |
p. 337-346
|
article
|
| 12 |
Queer (v.) queer (v.): biology as curriculum, pedagogy, and being albeit queer (v.)
|
Broadway, Francis S.
|
|
2011
|
6 |
2 |
p. 293-304
|
article
|
| 13 |
Rethinking resources and hybridity
|
Gonsalves, Allison J.
|
|
2010
|
6 |
2 |
p. 389-399
|
article
|
| 14 |
Student reflections on choosing to study science post-16
|
Pike, Angela G.
|
|
2010
|
6 |
2 |
p. 485-500
|
article
|
| 15 |
Teachers as journalists?
|
Reiss, M.
|
|
2011
|
6 |
2 |
p. 469-473
|
article
|
| 16 |
The difficulty of differentiating expertise and the functions of expert sources and the necessity of studying science education in the media
|
Allgaier, Joachim
|
|
2011
|
6 |
2 |
p. 479-484
|
article
|
| 17 |
The secret identity of a biology textbook: straight and naturally sexed
|
Bazzul, Jesse
|
|
2010
|
6 |
2 |
p. 265-286
|
article
|
| 18 |
The secret identity of science education: masculine and politically conservative?
|
Lemke, Jay
|
|
2011
|
6 |
2 |
p. 287-292
|
article
|
| 19 |
Towards an understanding of the role of language in the science classroom and its association with cultural identity development in the context of Mozambique
|
Cupane, Alberto Felisberto
|
|
2010
|
6 |
2 |
p. 435-440
|
article
|
| 20 |
Using citizen science beyond teaching science content: a strategy for making science relevant to students’ lives
|
Jenkins, Lynda L.
|
|
2011
|
6 |
2 |
p. 501-508
|
article
|
| 21 |
Variation in expert source selection according to different objectivity standards
|
Albæk, Erik
|
|
2011
|
6 |
2 |
p. 475-478
|
article
|
| 22 |
What does playing cards have to do with science? A resource-rich view of African American young men
|
Schademan, Alfred R.
|
|
2010
|
6 |
2 |
p. 361-380
|
article
|
| 23 |
Who is having a voice? Journalists’ selection of sources in a creationism controversy in the UK press
|
Allgaier, Joachim
|
|
2011
|
6 |
2 |
p. 445-467
|
article
|
Journal description