| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Disappointed Philosopher of Nature
|
Emmeche, Claus
|
|
2018
|
|
9-10 |
p. 1017-1020
|
artikel
|
| 2 |
A Hypothetical Learning Progression for Quantifying Phenomena in Science
|
Jin, Hui
|
|
|
|
9-10 |
p. 1181-1208
|
artikel
|
| 3 |
An Einstein Encyclopaedia
|
Greca, Ileana M.
|
|
2018
|
|
9-10 |
p. 1021-1023
|
artikel
|
| 4 |
An Epistemological Approach to French Syllabi on Human Origins during the 19th and 20th Centuries
|
Quessada, Marie-Pierre
|
|
2006
|
|
9-10 |
p. 991-1006
|
artikel
|
| 5 |
Applying Gadamer’s concept of disposition to science and science education
|
Borda, Emily J.
|
|
2007
|
|
9-10 |
p. 1027-1041
|
artikel
|
| 6 |
A Theater-Based Device for Training Teachers on the Nature of Science
|
Melo, Énery
|
|
2018
|
|
9-10 |
p. 963-986
|
artikel
|
| 7 |
Challenging Students’ Belief in the ‘Balance of Nature’ Idea
|
Ampatzidis, Georgios
|
|
2018
|
|
9-10 |
p. 895-919
|
artikel
|
| 8 |
Contemporary Perspectives on the Meaning, Roles, and Implications of Chance in Evolution
|
Roffé, Ariel Jonathan
|
|
2018
|
|
9-10 |
p. 1003-1016
|
artikel
|
| 9 |
Creationism Takes its Message to Europe
|
Ruse, Michael
|
|
2015
|
|
9-10 |
p. 1227-1230
|
artikel
|
| 10 |
Darwin and Islam
|
Bowler, Peter J.
|
|
2015
|
|
9-10 |
p. 1255-1256
|
artikel
|
| 11 |
Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education
|
Erduran, Sibel
|
|
2006
|
|
9-10 |
p. 975-989
|
artikel
|
| 12 |
Developing Preservice Teachers’ Understanding of and Pedagogical Content Knowledge for History of Science–Integrated Science Instruction
|
Rutt, Alexis
|
|
|
|
9-10 |
p. 1153-1179
|
artikel
|
| 13 |
Discovery in Science and in Teaching Science
|
Kipnis, Nahum
|
|
2006
|
|
9-10 |
p. 883-920
|
artikel
|
| 14 |
Discussing the Biocultural Approach to Race
|
Lefkaditou, Ageliki
|
|
2015
|
|
9-10 |
p. 1263-1269
|
artikel
|
| 15 |
Do Biologists’ Conceptions of Science as a Social Epistemology Align with Critical Contextual Empiricism?
|
Fuselier, Linda
|
|
|
|
9-10 |
p. 1001-1025
|
artikel
|
| 16 |
Dramatizing the Authentic Research of a Local Scientist to Urban Elementary Students Through Professional Theater
|
Burgin, Stephen R.
|
|
2016
|
|
9-10 |
p. 1073-1088
|
artikel
|
| 17 |
Effects of Historical Story Telling on Student Understanding of Nature of Science
|
Williams, Cody Tyler
|
|
|
|
9-10 |
p. 1105-1133
|
artikel
|
| 18 |
Enhancing Teachers’ Awareness About Relations Between Science and Religion
|
Bagdonas, Alexandre
|
|
2015
|
|
9-10 |
p. 1173-1199
|
artikel
|
| 19 |
Epistemology from a Global Perspective
|
Ludwig, David
|
|
|
|
9-10 |
p. 1263-1265
|
artikel
|
| 20 |
Examining Reasoning Practices and Epistemic Actions to Explore Students’ Understanding of Genetics and Evolution
|
Ageitos, Noa
|
|
|
|
9-10 |
p. 1209-1233
|
artikel
|
| 21 |
Exhibiting modernity
|
Heering, Peter
|
|
2016
|
|
9-10 |
p. 1157-1158
|
artikel
|
| 22 |
Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis
|
Peters-Burton, Erin E.
|
|
|
|
9-10 |
p. 1027-1053
|
artikel
|
| 23 |
Farewell
|
Kampourakis, Kostas
|
|
|
|
9-10 |
p. 983-984
|
artikel
|
| 24 |
From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
|
Kaya, Ebru
|
|
2016
|
|
9-10 |
p. 1115-1133
|
artikel
|
| 25 |
Inference to the Best Explanation (IBE) Versus Explaining for the Best Inference (EBI)
|
Wilkenfeld, Daniel A.
|
|
2015
|
|
9-10 |
p. 1059-1077
|
artikel
|
| 26 |
Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students’ Argumentation Concerning Socioscientific Issues
|
Rundgren, Carl-Johan
|
|
2016
|
|
9-10 |
p. 1049-1071
|
artikel
|
| 27 |
Is Increasing Autonomy a Factor of Evolution?
|
Etxeberria, Arantza
|
|
2015
|
|
9-10 |
p. 1257-1262
|
artikel
|
| 28 |
Keeping Students Out of Mary’s (Class)room
|
Brock, Richard
|
|
|
|
9-10 |
p. 985-1000
|
artikel
|
| 29 |
Mario Bunge: a Long and Productive Life
|
Matthews, Michael R.
|
|
2016
|
|
9-10 |
p. 1135-1148
|
artikel
|
| 30 |
Modeling Conceptualization and Investigating Teaching Effectiveness
|
Santini, Jérôme
|
|
2018
|
|
9-10 |
p. 921-961
|
artikel
|
| 31 |
Must Evolution Education that Aims at Belief Be Indoctrinating?
|
Smith, Mike U.
|
|
|
|
9-10 |
p. 1235-1247
|
artikel
|
| 32 |
Nature of Science and Science Content Learning
|
Michel, Hanno
|
|
2017
|
|
9-10 |
p. 951-975
|
artikel
|
| 33 |
Not Such Nature
|
Japyassú, Hilton F.
|
|
2015
|
|
9-10 |
p. 1271-1283
|
artikel
|
| 34 |
Orienting Scientific Progress
|
Martínez, Sergio F.
|
|
|
|
9-10 |
p. 1249-1251
|
artikel
|
| 35 |
Peer Review and Darwinian Selection
|
Kampourakis, Kostas
|
|
2015
|
|
9-10 |
p. 1055-1057
|
artikel
|
| 36 |
Preservice Elementary Teachers’ Instructional Practices and the Teaching Science as Argument Framework
|
Boyer, Elisebeth
|
|
2016
|
|
9-10 |
p. 1011-1047
|
artikel
|
| 37 |
Profound Problems with (and Potentials of) Pressure in Analyzing Hydrostatics
|
Heering, Peter
|
|
2018
|
|
9-10 |
p. 1025-1027
|
artikel
|
| 38 |
Promoting Curiosity?
|
Lindholm, Markus
|
|
2018
|
|
9-10 |
p. 987-1002
|
artikel
|
| 39 |
Recent Semantic Developments on Models
|
Adúriz-Bravo, Agustín
|
|
2015
|
|
9-10 |
p. 1245-1250
|
artikel
|
| 40 |
Reconceptualizing the Nature of Science
|
Jiménez-Aleixandre, María Pilar
|
|
2015
|
|
9-10 |
p. 1241-1244
|
artikel
|
| 41 |
Revisiting Model-Based Learning
|
Benétreau-Dupin, Yann
|
|
2018
|
|
9-10 |
p. 1033-1037
|
artikel
|
| 42 |
Rhetorical, Narrative, Cognitive, and Epistemological Perspectives on Science and Culture
|
Horsthemke, Kai
|
|
2018
|
|
9-10 |
p. 1029-1032
|
artikel
|
| 43 |
Science and Uncertainty
|
Kampourakis, Kostas
|
|
2018
|
|
9-10 |
p. 829-830
|
artikel
|
| 44 |
Science that matters
|
Meyer, Diogo
|
|
2016
|
|
9-10 |
p. 1153-1156
|
artikel
|
| 45 |
Scientific and Philosophical Perspectives on Evolution and Development
|
Minelli, Alessandro
|
|
2015
|
|
9-10 |
p. 1231-1235
|
artikel
|
| 46 |
Shifting the Focus of Undergraduate Physics and Engineering Courses
|
Schulz, Roland M.
|
|
|
|
9-10 |
p. 1273-1278
|
artikel
|
| 47 |
Teachers’ Ways of Talking About Nature of Science and Its Teaching
|
Leden, Lotta
|
|
2015
|
|
9-10 |
p. 1141-1172
|
artikel
|
| 48 |
Teaching About Energy
|
Aguiar, Orlando
|
|
2018
|
|
9-10 |
p. 863-893
|
artikel
|
| 49 |
Teaching the Conceptual Revolutions in Geometry
|
Carson, Robert N.
|
|
2006
|
|
9-10 |
p. 921-954
|
artikel
|
| 50 |
Teaching Weight-Gravity and Gravitation in Middle School
|
Galili, Igal
|
|
2017
|
|
9-10 |
p. 977-1010
|
artikel
|
| 51 |
The Bad Use of Metaphors and the Use of Bad Metaphors
|
Kampourakis, Kostas
|
|
2017
|
|
9-10 |
p. 947-949
|
artikel
|
| 52 |
The Contextual Nature of Scientists’ Views of Theories, Experimentation, and Their Coordination
|
Sandoval, William A.
|
|
2015
|
|
9-10 |
p. 1079-1102
|
artikel
|
| 53 |
The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science
|
Lorsbach, Anthony W.
|
|
|
|
9-10 |
p. 1085-1103
|
artikel
|
| 54 |
The Correspondence of Charles Darwin as a Tool for Reflecting on Nature of Science
|
Lorsbach, Anthony W.
|
|
|
|
9-10 |
p. 1085-1103
|
artikel
|
| 55 |
The Development of Nuclear Physics Between the Wars
|
Schloegel, Judy Johns
|
|
|
|
9-10 |
p. 1267-1271
|
artikel
|
| 56 |
The Environmental Crisis as a Good Case for an Intellectual and Practical Integration Between Philosophy and Science
|
Nunes-Neto, Nei de Freitas
|
|
2015
|
|
9-10 |
p. 1285-1299
|
artikel
|
| 57 |
The Latest Research on Conceptual Change from Developmental Psychology
|
Rowlands, Stuart
|
|
|
|
9-10 |
p. 1253-1262
|
artikel
|
| 58 |
The Law of Inertia: How Understanding its History can Improve Physics Teaching
|
Coelho, Ricardo Lopes
|
|
2007
|
|
9-10 |
p. 955-974
|
artikel
|
| 59 |
The Multi-faceted Idea of Chance in Darwin’s Writings
|
Merlin, Francesca
|
|
2017
|
|
9-10 |
p. 1159-1164
|
artikel
|
| 60 |
The Quantum Dissidents
|
Kragh, Helge
|
|
2015
|
|
9-10 |
p. 1237-1239
|
artikel
|
| 61 |
Towards a Philosophically Guided Schema for Studying Scientific Explanation in Science Education
|
Alameh, Sahar
|
|
2018
|
|
9-10 |
p. 831-861
|
artikel
|
| 62 |
Upper secondary students in group discussions about physics and our presuppositions of the world
|
Hansson, Lena
|
|
2006
|
|
9-10 |
p. 1007-1025
|
artikel
|
| 63 |
Using History and Philosophy of Science to Promote Students’ Argumentation
|
Archila, Pablo Antonio
|
|
2015
|
|
9-10 |
p. 1201-1226
|
artikel
|
| 64 |
Using History of Philosophy in Philosophy of Science
|
Cunha, Ivan Ferreira da
|
|
2015
|
|
9-10 |
p. 1251-1253
|
artikel
|
| 65 |
Using History of Science to Teach Nature of Science to Elementary Students
|
Fouad, Khadija E.
|
|
2015
|
|
9-10 |
p. 1103-1140
|
artikel
|
| 66 |
Views from the Chalkface
|
Wan, Zhi Hong
|
|
2017
|
|
9-10 |
p. 1089-1114
|
artikel
|
| 67 |
Views from the Chalkface
|
Wan, Zhi Hong
|
|
|
|
9-10 |
p. 1089-1114
|
artikel
|
| 68 |
Western Science from Greek Antiquity to Quantum Physics
|
Shackelford, Jole
|
|
2016
|
|
9-10 |
p. 1149-1151
|
artikel
|
| 69 |
When Modern Physics Meets Nature of Science
|
Park, Wonyong
|
|
|
|
9-10 |
p. 1055-1083
|
artikel
|
| 70 |
When Things Go Wrong
|
Fonseca Moraes Batista, Renata da
|
|
|
|
9-10 |
p. 1135-1151
|
artikel
|
| 71 |
Why Are Girls and Women Underrepresented in STEM, and What Can Be Done About It?
|
Skolnik, Julia
|
|
2015
|
|
9-10 |
p. 1301-1306
|
artikel
|
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