| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Investigation of Sources of Science Teachers’ Practical Knowledge of Teaching with Practical Work
|
Wei, Bing
|
|
2018
|
17 |
4 |
p. 723-738
|
artikel
|
| 2 |
Bridging the Gender Gap of Children’s Engagement in Learning Science and Argumentation Through a Modified Argument-Driven Inquiry
|
Chen, Hsiang-Ting
|
|
2018
|
17 |
4 |
p. 635-655
|
artikel
|
| 3 |
Examining Teachers’ Knowledge of Line Graph Task: a Case of Travel Task
|
Patahuddin, Sitti Maesuri
|
|
2018
|
17 |
4 |
p. 781-800
|
artikel
|
| 4 |
High School Students’ and Scientists’ Experiential Descriptions of Cogenerative Dialogs
|
Hsu, Pei-Ling
|
|
2018
|
17 |
4 |
p. 657-677
|
artikel
|
| 5 |
Intellective Identities in the Construction of a Hybrid Discourse: the Case of an Ultra-Orthodox Jewish Mathematics Classroom
|
Ehrenfeld, Nadav
|
|
2018
|
17 |
4 |
p. 739-757
|
artikel
|
| 6 |
Recent Reforms in Saudi Secondary Science Education: Teacher and Student Perceptions of Grade 10 Physics
|
Albadi, Nouf Mohammed
|
|
2018
|
17 |
4 |
p. 701-721
|
artikel
|
| 7 |
Science as Human Endeavour, Critical Pedagogy and Practitioner Inquiry: Three Early Career Cases
|
Paige, Kathryn
|
|
2018
|
17 |
4 |
p. 679-699
|
artikel
|
| 8 |
Task Design Principles for Heuristic Refutation in Dynamic Geometry Environments
|
Komatsu, Kotaro
|
|
2018
|
17 |
4 |
p. 801-824
|
artikel
|
| 9 |
Teachers’ Perceptions of Students When Observing Lessons Involving Challenging Tasks
|
Russo, James
|
|
2018
|
17 |
4 |
p. 759-779
|
artikel
|
| 10 |
The Mathematical Crisis in Secondary–Tertiary Transition
|
Di Martino, Pietro
|
|
2018
|
17 |
4 |
p. 825-843
|
artikel
|
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