| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Macro Tool to Characterize and Develop Key Competencies for the Mathematics Teacher’ Practice
|
Pino-Fan, Luis R.
|
|
|
21 |
5 |
p. 1407-1432
|
artikel
|
| 2 |
CGI Teachers’ Patterns of Interacting with Male and Female Students During Their First and Second Years of Practice
|
Kolovou, Maria
|
|
|
21 |
5 |
p. 1451-1472
|
artikel
|
| 3 |
Drama as a Powerful Tool to Enrich Socio-scientific Argumentation
|
Archila, Pablo Antonio
|
|
|
21 |
5 |
p. 1661-1683
|
artikel
|
| 4 |
Effect of Conceptual Change–Oriented Instruction on Students’ Conceptual Understanding and Attitudes Towards Simple Electricity
|
Taslidere, Erdal
|
|
|
21 |
5 |
p. 1567-1589
|
artikel
|
| 5 |
Elementary Students’ Engineering Design Process: How Young Students Solve Engineering Problems
|
Sung, Euisuk
|
|
|
21 |
5 |
p. 1615-1638
|
artikel
|
| 6 |
Epistemic Emotions and Observations Are Intertwined in Scientific Sensemaking: A Study among Upper Secondary Physics Students
|
Vilhunen, Elisa
|
|
|
21 |
5 |
p. 1545-1566
|
artikel
|
| 7 |
Examination of Taiwanese Mathematics Teacher Questioning
|
Hsu, Hui-Yu
|
|
|
21 |
5 |
p. 1473-1493
|
artikel
|
| 8 |
Exploring Pre- and In-service Science Teachers’ Green Chemistry and Sustainability Awareness and Their Attitudes Towards Environmental Education in ISRAEL
|
Basheer, Ahmad
|
|
|
21 |
5 |
p. 1639-1659
|
artikel
|
| 9 |
Fostering Preservice Teachers’ Diagnostic Competence in Identifying Students’ Misconceptions in Physics
|
Timothy, Venance
|
|
|
21 |
5 |
p. 1685-1702
|
artikel
|
| 10 |
Identifying Metacognitive Behavior in Problem-Posing Processes
|
Baumanns, Lukas
|
|
|
21 |
5 |
p. 1381-1406
|
artikel
|
| 11 |
Onto-semiotic Analysis of Diagrammatic Reasoning
|
Giacomone, Belén
|
|
|
21 |
5 |
p. 1495-1520
|
artikel
|
| 12 |
Prospective Teachers’ Instructional Decisions and Pedagogical Moves when Responding to Student Thinking in Elementary Mathematics and Science Lessons
|
Estapa, Anne
|
|
|
21 |
5 |
p. 1703-1724
|
artikel
|
| 13 |
Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
|
Stephens, A. Lynn
|
|
|
21 |
5 |
p. 1591-1614
|
artikel
|
| 14 |
Unravelling Tutors’ Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model
|
Weissman, Shula
|
|
|
21 |
5 |
p. 1521-1543
|
artikel
|
| 15 |
Whole Number Bias of Students in Fraction Number Line Tasks
|
Yuan, Yuan
|
|
|
21 |
5 |
p. 1433-1449
|
artikel
|
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