| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education
|
Hadzigeorgiou, Yannis
|
|
2014
|
24 |
3 |
p. 259-280
|
artikel
|
| 2 |
Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie (eds): Second International Handbook of Science Education
|
Taber, Keith S.
|
|
2014
|
24 |
3 |
p. 319-337
|
artikel
|
| 3 |
Climate Consensus and ‘Misinformation’: A Rejoinder to Agnotology, Scientific Consensus, and the Teaching and Learning of Climate Change
|
Legates, David R.
|
|
2013
|
24 |
3 |
p. 299-318
|
artikel
|
| 4 |
Graham Farmelo: Churchill’s Bomb: A History of Science, War and Politics
|
Underwood, Martin
|
|
2014
|
24 |
3 |
p. 343-348
|
artikel
|
| 5 |
Making Philosophy of Science Education Practical for Science Teachers
|
Janssen, F. J. J. M.
|
|
2014
|
24 |
3 |
p. 229-258
|
artikel
|
| 6 |
Peter Heering, Stephen Klassen and Don Metz (eds): Enabling Scientific Understanding Through Historical Instruments and Experiments in Formal and Non-formal Learning Environments. Flensburg Studies in the History and Philosophy of Science in Science Education (Volume 2)
|
Anderson, Katharine
|
|
2014
|
24 |
3 |
p. 339-341
|
artikel
|
| 7 |
The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science
|
Stuckey, Marc
|
|
2014
|
24 |
3 |
p. 281-298
|
artikel
|
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