| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Breaking the spell of differentiated instruction through equity pedagogy and teacher community
|
Bannister, Nicole A.
|
|
2016
|
11 |
2 |
p. 335-347
|
article
|
| 2 |
Discerning selective traditions in science education: a qualitative study of teachers’ responses to what is important in science teaching
|
Sund, Per
|
|
2016
|
11 |
2 |
p. 387-409
|
article
|
| 3 |
Gender, identity and culture in learning physics
|
Corbett, Katelin
|
|
2015
|
11 |
2 |
p. 371-378
|
article
|
| 4 |
Inclusive science education: learning from Wizard
|
Koomen, Michele Hollingsworth
|
|
2016
|
11 |
2 |
p. 293-325
|
article
|
| 5 |
Indian Astronomy: the missing link in Eurocentric history of Astronomy
|
Haque, Shirin
|
|
2016
|
11 |
2 |
p. 515-526
|
article
|
| 6 |
Indigenous knowledge, indigenous scholars, and narrating scientific selves: “to produce a human being”
|
Marker, Michael
|
|
2015
|
11 |
2 |
p. 477-480
|
article
|
| 7 |
Inquiry identity and science teacher professional development
|
Bryce, Nadine
|
|
2016
|
11 |
2 |
p. 235-251
|
article
|
| 8 |
Narratives of dynamic lands: science education, indigenous knowledge and possible futures
|
McGinty, Megan
|
|
2015
|
11 |
2 |
p. 471-475
|
article
|
| 9 |
On teaching the nature of science: perspectives and resources
|
Radloff, Jeffrey
|
|
2016
|
11 |
2 |
p. 527-538
|
article
|
| 10 |
Oral narratives: reconceptualising the turbulence between Indigenous perspectives and Eurocentric scientific views
|
Bechtel, R.
|
|
2015
|
11 |
2 |
p. 447-469
|
article
|
| 11 |
Professional development in person: identity and the construction of teaching within a high school science department
|
Deneroff, Victoria
|
|
2013
|
11 |
2 |
p. 213-233
|
article
|
| 12 |
Re-envisioning scientific literacy as relational, participatory thinking and doing
|
Trauth-Nare, Amy
|
|
2015
|
11 |
2 |
p. 327-334
|
article
|
| 13 |
Science education through informal education
|
Kim, Mijung
|
|
2014
|
11 |
2 |
p. 439-445
|
article
|
| 14 |
Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalised science classroom
|
De Carvalho, Roussel
|
|
2016
|
11 |
2 |
p. 253-272
|
article
|
| 15 |
Science teaching in science education
|
Callahan, Brendan E.
|
|
2016
|
11 |
2 |
p. 411-418
|
article
|
| 16 |
The expositive discourse as pedagogical discourse: studying recontextualization in the production of a science museum exhibition
|
Marandino, Martha
|
|
2014
|
11 |
2 |
p. 481-514
|
article
|
| 17 |
The feasibility of educating trainee science teachers in issues of science and religion
|
Poole, Michael
|
|
2015
|
11 |
2 |
p. 273-281
|
article
|
| 18 |
The intersection of identity, culture and science engagement
|
Strong, LaToya
|
|
2015
|
11 |
2 |
p. 379-385
|
article
|
| 19 |
The issue of the arrangement of new environments for science education through collaborative actions between schools, museums and science centres in the Brazilian context of teacher training
|
Monteiro, Bruno Andrade Pinto
|
|
2016
|
11 |
2 |
p. 419-437
|
article
|
| 20 |
The role of cultural identity as a learning factor in physics: a discussion through the role of science in Brazil
|
Gurgel, Ivã
|
|
2014
|
11 |
2 |
p. 349-370
|
article
|
| 21 |
Ways to prepare future teachers to teach science in multicultural classrooms
|
Billingsley, Berry
|
|
2015
|
11 |
2 |
p. 283-291
|
article
|
Journal description