| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Do Skilled Elementary Teachers Hold Scientific Conceptions and Can They Accurately Predict the Type and Source of Students’ Preconceptions of Electric Circuits?
|
Lin, Jing-Wen
|
|
2015
|
14 |
supplement-2 |
p. 287-307
|
artikel
|
| 2 |
Gender Difference in Teachers’ Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms
|
Haroun, Ramzi F.
|
|
2015
|
14 |
supplement-2 |
p. 383-396
|
artikel
|
| 3 |
Gender Differences in Eye Movements in Solving Text-and-Diagram Science Problems
|
Huang, Po-Sheng
|
|
2015
|
14 |
supplement-2 |
p. 327-346
|
artikel
|
| 4 |
Investigating Upper Secondary School Teachers’ Conceptions: Is Mathematical Reasoning Considered Gendered?
|
Sumpter, Lovisa
|
|
2015
|
14 |
supplement-2 |
p. 347-362
|
artikel
|
| 5 |
Perspectives on the Origins of Life in Science Textbooks from a Christian Publisher: Implications for Teaching Science
|
Baptista, Geilsa Costa Santos
|
|
2015
|
14 |
supplement-2 |
p. 309-326
|
artikel
|
| 6 |
Relationship Between Language and Concept Science Notebook Scores of English Language Learners and/or Economically Disadvantaged Students
|
Huerta, Margarita
|
|
2015
|
14 |
supplement-2 |
p. 269-285
|
artikel
|
| 7 |
Representational Flexibility and Problem-Solving Ability in Fraction and Decimal Number Addition: A Structural Model
|
Deliyianni, Eleni
|
|
2015
|
14 |
supplement-2 |
p. 397-417
|
artikel
|
| 8 |
Status of Teachers’ Proficiency in Mathematical Knowledge for Teaching at Secondary School Level in Kenya
|
Miheso-O’Connor Khakasa, Marguerite
|
|
2015
|
14 |
supplement-2 |
p. 419-435
|
artikel
|
| 9 |
Teaching for Creativity by Science Teachers in Grades 5–10
|
Al-Abdali, Nasser S.
|
|
2015
|
14 |
supplement-2 |
p. 251-268
|
artikel
|
| 10 |
Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers
|
Dreher, Anika
|
|
2015
|
14 |
supplement-2 |
p. 363-382
|
artikel
|
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