| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A crisis of meaning: promoting new directions in science education
|
Heywood, David
|
|
2014
|
10 |
2 |
p. 505-514
|
artikel
|
| 2 |
A cultural historical theoretical perspective of discourse and design in the science classroom
|
Adams, Megan
|
|
2014
|
10 |
2 |
p. 329-338
|
artikel
|
| 3 |
College admissions viewbooks and the grammar of gender, race, and STEM
|
Osei-Kofi, Nana
|
|
2015
|
10 |
2 |
p. 527-544
|
artikel
|
| 4 |
Enracinement or the earth, the originary ark, does not move: on the phenomenological (historical and ontogenetic) origin of common and scientific sense and the genetic method of teaching (for) understanding
|
Roth, Wolff-Michael
|
|
2014
|
10 |
2 |
p. 469-494
|
artikel
|
| 5 |
Environmental agency in read-alouds
|
Oliveira, Alandeom W.
|
|
2013
|
10 |
2 |
p. 247-274
|
artikel
|
| 6 |
Exploring the notion of the paradoxical in Tang Wee Teo’s “paradoxical positionality”
|
Lehr, Jane L.
|
|
2014
|
10 |
2 |
p. 403-409
|
artikel
|
| 7 |
Extending methods: using Bourdieu’s field analysis to further investigate taste
|
Schindel Dimick, Alexandra
|
|
2015
|
10 |
2 |
p. 369-376
|
artikel
|
| 8 |
How can science education foster students’ rooting?
|
Østergaard, Edvin
|
|
2014
|
10 |
2 |
p. 515-525
|
artikel
|
| 9 |
How can teaching make a difference to students’ interest in science? Including Bourdieuan field analysis
|
Anderhag, Per
|
|
2015
|
10 |
2 |
p. 377-380
|
artikel
|
| 10 |
Inside versus outside the science classroom: examining the positionality of two female science teachers at the boundaries of science education
|
Teo, Tang Wee
|
|
2014
|
10 |
2 |
p. 381-402
|
artikel
|
| 11 |
Making the implicit explicit: environmental teacher as a “reflective practitioner”
|
Faria, Cláudia
|
|
2015
|
10 |
2 |
p. 281-284
|
artikel
|
| 12 |
Okhee Lee, Cory A. Buxton, James A. Banks (ed.), Diversity and equity in science education: research, policy, and practice
|
Bannier, Betsy J.
|
|
2014
|
10 |
2 |
p. 545-549
|
artikel
|
| 13 |
Perezhivanie and classroom discourse: a cultural–historical perspective on “Discourse of design based science classroom activities”
|
Adams, Megan
|
|
2014
|
10 |
2 |
p. 317-327
|
artikel
|
| 14 |
Questioning collectives and agencies: a commentary on curricular choices
|
Arnold, Jenny
|
|
2014
|
10 |
2 |
p. 437-444
|
artikel
|
| 15 |
Signs of taste for science: a methodology for studying the constitution of interest in the science classroom
|
Anderhag, P.
|
|
2015
|
10 |
2 |
p. 339-368
|
artikel
|
| 16 |
Social issues in nanoscience and nanotechnology master’s degrees: the socio-political stakes of curricular choices
|
Fages, Volny
|
|
2014
|
10 |
2 |
p. 419-435
|
artikel
|
| 17 |
STEM policy and science education: scientistic curriculum and sociopolitical silences
|
Gough, Annette
|
|
2014
|
10 |
2 |
p. 445-458
|
artikel
|
| 18 |
Supporting teachers for race-, class-, and gender-responsive science teaching
|
Stapleton, Sarah Riggs
|
|
2015
|
10 |
2 |
p. 411-418
|
artikel
|
| 19 |
The discourse of design-based science classroom activities
|
Azevedo, Flávio S.
|
|
2014
|
10 |
2 |
p. 285-315
|
artikel
|
| 20 |
The many faces of agency
|
Doyle, Walter
|
|
2015
|
10 |
2 |
p. 275-279
|
artikel
|
| 21 |
The sociopolitical importance of genetic, phenomenological approaches to science teaching and learning
|
Bazzul, Jesse
|
|
2014
|
10 |
2 |
p. 495-503
|
artikel
|
| 22 |
What students and researchers in nanoscience and nanotechnology should know about PUS and STS: a look at Fages and Albe’s viewpoint on social issues in nanoscience and nanotechnology Master’s degrees
|
Pouliot, Chantal
|
|
2014
|
10 |
2 |
p. 459-467
|
artikel
|
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