| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An ecological approach to learning with technology: responding to tensions within the “wow-effect” phenomenon in teaching practices
|
Herro, Danielle
|
|
2016
|
11 |
4 |
p. 909-916
|
artikel
|
| 2 |
Apprenticeship in science research: whom does it serve?
|
Davies, Paul
|
|
2016
|
11 |
4 |
p. 991-997
|
artikel
|
| 3 |
Beyond agency: sources of knowing and learning in children’s science- and technology-related problem solving
|
Kim, Mijung
|
|
2016
|
11 |
4 |
p. 1081-1101
|
artikel
|
| 4 |
Characteristics of place identity as part of professional identity development among pre-service teachers
|
Gross, Michal
|
|
2014
|
11 |
4 |
p. 1243-1268
|
artikel
|
| 5 |
Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action
|
Córdova, Ralph A.
|
|
2015
|
11 |
4 |
p. 1223-1242
|
artikel
|
| 6 |
Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit
|
Archer, Louise
|
|
2016
|
11 |
4 |
p. 917-939
|
artikel
|
| 7 |
“Disorienting, fun or meaningful?”: looking beyond the boundaries of the museum
|
Birmingham, Daniel
|
|
2016
|
11 |
4 |
p. 953-958
|
artikel
|
| 8 |
Explanation, argumentation and dialogic interactions in science classrooms
|
Aguiar, Orlando G.
|
|
2016
|
11 |
4 |
p. 869-878
|
artikel
|
| 9 |
Forum: cultural identity and (dis)continuities of children of immigrant communities
|
Obsiye, Mohamed
|
|
2016
|
11 |
4 |
p. 1061-1070
|
artikel
|
| 10 |
How could it be? calling for science curricula that cultivate morals and values towards other animals and nature
|
Logan, Marianne R.
|
|
2016
|
11 |
4 |
p. 1023-1028
|
artikel
|
| 11 |
How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force
|
Freitas, Elizabeth de
|
|
2015
|
11 |
4 |
p. 1201-1222
|
artikel
|
| 12 |
Identity statuses in upper-division physics students
|
Irving, Paul W.
|
|
2016
|
11 |
4 |
p. 1155-1200
|
artikel
|
| 13 |
“In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science
|
Danielsson, Anna T.
|
|
2015
|
11 |
4 |
p. 1115-1134
|
artikel
|
| 14 |
Kamstrupp’s wow-effect: re-examined and expanded
|
King, Elizabeth M.
|
|
2016
|
11 |
4 |
p. 899-908
|
artikel
|
| 15 |
Keystone characteristics that support cultural resilience in Karen refugee parents
|
Harper, Susan G.
|
|
2015
|
11 |
4 |
p. 1029-1060
|
artikel
|
| 16 |
Modern analytical chemistry in the contemporary world
|
Šíma, Jan
|
|
2016
|
11 |
4 |
p. 1269-1273
|
artikel
|
| 17 |
The many roles of “explanation” in science education: a case study
|
Rocksén, Miranda
|
|
2016
|
11 |
4 |
p. 837-868
|
artikel
|
| 18 |
The relationship between passibility, agency and social interaction and its relevance for research and pedagogy
|
Kirch, Susan A.
|
|
2016
|
11 |
4 |
p. 1103-1113
|
artikel
|
| 19 |
The wow-effect in science teacher education
|
Kamstrupp, Anne Katrine
|
|
2016
|
11 |
4 |
p. 879-897
|
artikel
|
| 20 |
Tuki Ayllpanchik (our beautiful land): Indigenous ecology and farming in the Peruvian highlands
|
Sumida Huaman, Elizabeth
|
|
2014
|
11 |
4 |
p. 1135-1153
|
artikel
|
| 21 |
Undergraduate students’ development of social, cultural, and human capital in a networked research experience
|
Thompson, Jennifer Jo
|
|
2015
|
11 |
4 |
p. 959-990
|
artikel
|
| 22 |
Valuing difference in students’ culture and experience in school science lessons
|
Banner, Indira
|
|
2016
|
11 |
4 |
p. 1071-1079
|
artikel
|
| 23 |
Viewing equitable practices through the lens of intersecting identities
|
Lyons, Renée
|
|
2016
|
11 |
4 |
p. 941-951
|
artikel
|
| 24 |
Which values regarding nature and other species are we promoting in the Australian science curriculum?
|
Castano Rodriguez, Carolina
|
|
2015
|
11 |
4 |
p. 999-1021
|
artikel
|
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