| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Building consensus views or interrogating metanarratives? Musings on teaching the nature of science
|
Raveendran, Aswathy
|
|
2018
|
14 |
3 |
p. 569-575
|
artikel
|
| 2 |
Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms
|
Archer, Louise
|
|
2018
|
14 |
3 |
p. 723-751
|
artikel
|
| 3 |
Comprehension of the night and day cycle among French and Cameroonian children aged 7–8 years
|
Frède, Valérie
|
|
2018
|
14 |
3 |
p. 587-615
|
artikel
|
| 4 |
Correction to: Science and education across cultures: another look at the Negev Bedouins and their environmental management practices
|
Saito, Carlos Hiroo
|
|
2019
|
14 |
3 |
p. 797
|
artikel
|
| 5 |
Culture as inter- and intra-personal mediator: considering the notion of conceptual porosity and its connection to culture as a concept
|
Boda, Phillip A.
|
|
2018
|
14 |
3 |
p. 699-722
|
artikel
|
| 6 |
In defence of non-epistemic aspects of nature of science: insights from an intercultural approach to history of science
|
Gandolfi, Haira Emanuela
|
|
2018
|
14 |
3 |
p. 557-567
|
artikel
|
| 7 |
On the importance of the relationship to knowledge in science education
|
Morin, Émilie
|
|
2018
|
14 |
3 |
p. 621-625
|
artikel
|
| 8 |
Prospective biology teachers’ understanding of the nature of science through an analysis of the historical case of Semmelweis and childbed fever
|
Aragón-Méndez, María del Mar
|
|
2018
|
14 |
3 |
p. 525-555
|
artikel
|
| 9 |
Reframing understandings of cultural influences on learning science
|
McNew-Birren, Jill
|
|
2018
|
14 |
3 |
p. 617-620
|
artikel
|
| 10 |
The utility of citizen science projects in K-5 schools: measures of community engagement and student impacts
|
Kermish-Allen, Ruth
|
|
2018
|
14 |
3 |
p. 627-641
|
artikel
|
| 11 |
Understanding social bonds during science inquiry using V-Note software
|
Bellocchi, Alberto
|
|
2019
|
14 |
3 |
p. 769-796
|
artikel
|
| 12 |
Understanding student questioning
|
Singh, Gurinder
|
|
2018
|
14 |
3 |
p. 643-697
|
artikel
|
| 13 |
Understanding the sciences: a quasi-Wittgensteinian note on NOS
|
Gasparatou, Renia
|
|
2018
|
14 |
3 |
p. 577-586
|
artikel
|
| 14 |
V-Note: a video analysis tool for teacher|researchers
|
Goods, Amy R.
|
|
2019
|
14 |
3 |
p. 753-767
|
artikel
|
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