| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A case study of whiteness at work in an elementary classroom
|
Searle, Kristin A.
|
|
|
17 |
3 |
p. 875-898
|
artikel
|
| 2 |
All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula
|
Burgess, Terrance
|
|
|
17 |
3 |
p. 983-990
|
artikel
|
| 3 |
Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications
|
Smith, Theila
|
|
|
17 |
3 |
p. 637-660
|
artikel
|
| 4 |
Decolonizing school physics through an indigenous artifact mediated pedagogy
|
Mpofu, Vongai
|
|
|
17 |
3 |
p. 851-861
|
artikel
|
| 5 |
Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning
|
Shim, Soo-Yean
|
|
|
17 |
3 |
p. 937-944
|
artikel
|
| 6 |
“For whom? By whom?”: critical perspectives of participation in ecological citizen science
|
Rautio, Pauliina
|
|
|
17 |
3 |
p. 765-793
|
artikel
|
| 7 |
How a marginalized student’s attempts to position himself as an accepted member are constrained or afforded in small-group argumentation
|
Ha, Heesoo
|
|
|
17 |
3 |
p. 915-935
|
artikel
|
| 8 |
How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson
|
Frøytlog, Jo Inge J.
|
|
|
17 |
3 |
p. 661-682
|
artikel
|
| 9 |
How to understand and support marginalized students’ participation in a science classroom from the perspective of framing
|
Chang, Jina
|
|
|
17 |
3 |
p. 945-954
|
artikel
|
| 10 |
Ideas, hopes, and fears: what young adults think about genome editing, nature, and society
|
Ebeling, Smillo
|
|
|
17 |
3 |
p. 745-764
|
artikel
|
| 11 |
Incorporating indigenous artefacts in developing an integrated indigenous-pedagogical model in high school physics curriculum: views of elders, teachers and learners
|
Govender, Nadaraj
|
|
|
17 |
3 |
p. 827-850
|
artikel
|
| 12 |
Indigenous artefacts and physics curriculum: teaching science as a cultural way of knowing
|
Mashoko, Dominic
|
|
|
17 |
3 |
p. 863-874
|
artikel
|
| 13 |
New geography for resistance: the engagement of diversity in Doc McStuffins as an out-of-school STEM setting
|
Mark, Sheron L.
|
|
|
17 |
3 |
p. 955-981
|
artikel
|
| 14 |
On the encounter of scientific literature with Afro-Brazilian ancestral pharmacopeias
|
do Amparo, Pedro Vinícius Castro Magalhães
|
|
|
17 |
3 |
p. 795-814
|
artikel
|
| 15 |
Refocusing science professional learning: social justice at the heart
|
Horgan, Jacqueline
|
|
|
17 |
3 |
p. 907-913
|
artikel
|
| 16 |
Science and poetry: poems as an educational tool for biology teaching
|
Calderón Moya-Méndez, Natalia
|
|
|
17 |
3 |
p. 727-743
|
artikel
|
| 17 |
The argumentative shortcomings of educators’ efforts to talk about religion and science: mixed enthymemes in Understanding Science
|
Lessl, Thomas M.
|
|
|
17 |
3 |
p. 815-825
|
artikel
|
| 18 |
The merit of medicine: science aspirations in India
|
Mathew, Leya
|
|
|
17 |
3 |
p. 701-726
|
artikel
|
| 19 |
“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM
|
Castagno, Angelina E.
|
|
|
17 |
3 |
p. 683-700
|
artikel
|
| 20 |
What will we teach the teachers? Grappling with racism in a professional development setting
|
Crabtree, Lenora
|
|
|
17 |
3 |
p. 899-906
|
artikel
|
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