nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A critical review of Integrating Ubunifu, informal science, and community innovations in science classrooms in East Africa
|
Samuels, Peter C. |
|
|
15 |
1 |
p. 303-305 |
artikel |
2 |
A cultural-historical perspective on the multimodal development of concepts in science lectures
|
Pozzer, Lilian |
|
|
15 |
1 |
p. 31-70 |
artikel |
3 |
Beads and beadwork as cultural artifacts used in mediating learners’ agentic constructs in science classrooms: a case for place-based learning
|
Fakoyede, Sina J. |
|
|
15 |
1 |
p. 193-210 |
artikel |
4 |
Border crossing through translanguaging
|
Rueter Veiga, Josefina |
|
|
15 |
1 |
p. 27-30 |
artikel |
5 |
Bringing a dialogue between Buddhist multilogicality and evolutionary science into the science classroom
|
Kwah, Helen |
|
|
15 |
1 |
p. 143-155 |
artikel |
6 |
Cogenerative dialogues, emotional conflicts and polyvagal theory: links to science learning
|
Tan, Seng-Chee |
|
|
15 |
1 |
p. 111-119 |
artikel |
7 |
Critical care of creationism
|
Zhao, Steven |
|
|
15 |
1 |
p. 157-168 |
artikel |
8 |
Deep teaching in a college STEM classroom
|
Dewsbury, Bryan M. |
|
|
15 |
1 |
p. 169-191 |
artikel |
9 |
Emotions and emotional energy in the science classroom: a discussion of measurement
|
Feyzi Behnagh, Reza |
|
|
15 |
1 |
p. 307-315 |
artikel |
10 |
In search of a better means of increasing student receptivity to science: a look at American Buddhists and their disproportionately high acceptance of the theory of evolution
|
Watts, Elizabeth |
|
|
15 |
1 |
p. 121-141 |
artikel |
11 |
“It’s the magic circle”! using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship
|
Hsu, Pei-Ling |
|
|
15 |
1 |
p. 75-98 |
artikel |
12 |
Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers
|
Krange, Ingeborg |
|
|
15 |
1 |
p. 241-263 |
artikel |
13 |
Semiotic work in the science classroom
|
Bezemer, Jeff |
|
|
15 |
1 |
p. 71-74 |
artikel |
14 |
The co-existence of cultural and school science models in indigenous Mexican teachers: the mixing colors case
|
Gallegos-Cázares, Leticia |
|
|
15 |
1 |
p. 211-239 |
artikel |
15 |
The continuity of learning in a translanguaging science classroom
|
Karlsson, Annika |
|
|
15 |
1 |
p. 1-25 |
artikel |
16 |
Using cogenerative dialogue to address heightened emotions with difficult students
|
Henderson, Senka |
|
|
15 |
1 |
p. 99-110 |
artikel |
17 |
‘What’s in a name? The power of the English language in secondary school science education’
|
Lodge, Wilton George |
|
|
15 |
1 |
p. 287-301 |
artikel |
18 |
When “scary” science “just feels wrong”: how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings
|
Orlander, Auli Arvola |
|
|
15 |
1 |
p. 265-285 |
artikel |