| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Novel Framework for Argumentation
|
Zemplén, Gábor Á.
|
|
2016
|
25 |
3-4 |
p. 465-467
|
artikel
|
| 2 |
Are Untestable Scientific Theories Acceptable?
|
Pessoa, Osvaldo
|
|
2015
|
25 |
3-4 |
p. 443-448
|
artikel
|
| 3 |
Conflicting Interpretations of Scientific Pedagogy
|
Galamba, Arthur
|
|
2016
|
25 |
3-4 |
p. 363-381
|
artikel
|
| 4 |
Darwinning Hearts and Minds
|
Branch, Glenn
|
|
2016
|
25 |
3-4 |
p. 437-442
|
artikel
|
| 5 |
Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science
|
Williams, Cody Tyler
|
|
2016
|
25 |
3-4 |
p. 407-427
|
artikel
|
| 6 |
Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry
|
Chen, Ying-Chih
|
|
2016
|
25 |
3-4 |
p. 277-320
|
artikel
|
| 7 |
Explaining as Mediated Action
|
Pereira, Alexsandro Pereira de
|
|
2016
|
25 |
3-4 |
p. 343-362
|
artikel
|
| 8 |
Harry Collins and the Crisis of Expertise
|
Ylikoski, Petri
|
|
2016
|
25 |
3-4 |
p. 461-464
|
artikel
|
| 9 |
Learning Science and About Its Nature: Two Conferences and One Book
|
Martins, André Ferrer Pinto
|
|
2016
|
25 |
3-4 |
p. 457-460
|
artikel
|
| 10 |
Major Themes Written in “Deep Time”
|
Dodick, Jeff
|
|
2016
|
25 |
3-4 |
p. 429-432
|
artikel
|
| 11 |
Poincaré, Philosopher of Science
|
Gray, Jeremy
|
|
2016
|
25 |
3-4 |
p. 449-452
|
artikel
|
| 12 |
Publish or Perish?
|
Kampourakis, Kostas
|
|
2016
|
25 |
3-4 |
p. 249-250
|
artikel
|
| 13 |
Science Education and Citizenship
|
Metz, Don
|
|
2016
|
25 |
3-4 |
p. 469-470
|
artikel
|
| 14 |
Science Education Rethought
|
Mackenzie, Jim
|
|
2016
|
25 |
3-4 |
p. 453-455
|
artikel
|
| 15 |
Scientific Method in the Behavioural Sciences
|
Matthews, Michael R.
|
|
2016
|
25 |
3-4 |
p. 433-436
|
artikel
|
| 16 |
Towards Eco-reflexive Science Education
|
Sjöström, Jesper
|
|
2016
|
25 |
3-4 |
p. 321-341
|
artikel
|
| 17 |
Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS
|
Pavez, José M.
|
|
2016
|
25 |
3-4 |
p. 383-405
|
artikel
|
| 18 |
Why the Difference Between Explanation and Argument Matters to Science Education
|
Brigandt, Ingo
|
|
2016
|
25 |
3-4 |
p. 251-275
|
artikel
|
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