| no |
title |
author |
magazine |
year |
volume |
issue |
page(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
|
article
|
| 2 |
A cultural-historical perspective on the multimodal development of concepts in science lectures
|
Pozzer, Lilian
|
|
|
15 |
1 |
p. 31-70
|
article
|
| 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
|
article
|
| 4 |
Border crossing through translanguaging
|
Rueter Veiga, Josefina
|
|
|
15 |
1 |
p. 27-30
|
article
|
| 5 |
Bringing a dialogue between Buddhist multilogicality and evolutionary science into the science classroom
|
Kwah, Helen
|
|
|
15 |
1 |
p. 143-155
|
article
|
| 6 |
Cogenerative dialogues, emotional conflicts and polyvagal theory: links to science learning
|
Tan, Seng-Chee
|
|
|
15 |
1 |
p. 111-119
|
article
|
| 7 |
Critical care of creationism
|
Zhao, Steven
|
|
|
15 |
1 |
p. 157-168
|
article
|
| 8 |
Deep teaching in a college STEM classroom
|
Dewsbury, Bryan M.
|
|
|
15 |
1 |
p. 169-191
|
article
|
| 9 |
Emotions and emotional energy in the science classroom: a discussion of measurement
|
Feyzi Behnagh, Reza
|
|
|
15 |
1 |
p. 307-315
|
article
|
| 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
|
article
|
| 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
|
article
|
| 12 |
Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers
|
Krange, Ingeborg
|
|
|
15 |
1 |
p. 241-263
|
article
|
| 13 |
Semiotic work in the science classroom
|
Bezemer, Jeff
|
|
|
15 |
1 |
p. 71-74
|
article
|
| 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
|
article
|
| 15 |
The continuity of learning in a translanguaging science classroom
|
Karlsson, Annika
|
|
|
15 |
1 |
p. 1-25
|
article
|
| 16 |
Using cogenerative dialogue to address heightened emotions with difficult students
|
Henderson, Senka
|
|
|
15 |
1 |
p. 99-110
|
article
|
| 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
|
article
|
| 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
|
article
|
Journal description