| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Teaching–Learning Sequence for the Special Relativity Theory at High School Level Historically and Epistemologically Contextualized
|
Arriassecq, Irene
|
|
2010
|
21 |
6 |
p. 827-851
|
artikel
|
| 2 |
D. Carlos de Bragança, a Pioneer of Experimental Marine Oceanography: Filling the Gap Between Formal and Informal Science Education
|
Faria, Cláudia
|
|
2010
|
21 |
6 |
p. 813-826
|
artikel
|
| 3 |
Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring
|
Peters, Erin E.
|
|
2009
|
21 |
6 |
p. 881-898
|
artikel
|
| 4 |
Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention
|
Décamp, Nicolas
|
|
2010
|
21 |
6 |
p. 911-920
|
artikel
|
| 5 |
Integrating Scientific Methods and Knowledge into the Teaching of Newton’s Theory of Gravitation: An Instructional Sequence for Teachers’ and Students’ Nature of Science Education
|
Develaki, Maria
|
|
2010
|
21 |
6 |
p. 853-879
|
artikel
|
| 6 |
Introduction: The Application of the History and Philosophy of Science in Science Teaching
|
Seroglou, Fanny
|
|
2011
|
21 |
6 |
p. 767-770
|
artikel
|
| 7 |
Science and Technology, Autonomous and More Interdependent Every Time
|
Santilli, Haydée
|
|
2010
|
21 |
6 |
p. 797-811
|
artikel
|
| 8 |
The History and Philosophy of Science in Physics Teaching: A Research Synthesis of Didactic Interventions
|
Teixeira, Elder Sales
|
|
2009
|
21 |
6 |
p. 771-796
|
artikel
|
| 9 |
The Role of Historical-Philosophical Controversies in Teaching Sciences: The Debate Between Biot and Ampère
|
Braga, Marco
|
|
2010
|
21 |
6 |
p. 921-934
|
artikel
|
| 10 |
Using Kinesthetic Activities to Teach Ptolemaic and Copernican Retrograde Motion
|
Richards, Ted
|
|
2010
|
21 |
6 |
p. 899-910
|
artikel
|
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