| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An effective intervention with a blended learning environment for improving cognitive learning and spiritual meaning
|
Eren, Emine
|
|
|
17 |
4 |
p. 991-1012
|
artikel
|
| 2 |
Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value
|
Berglund, Helena
|
|
|
17 |
4 |
p. 1089-1113
|
artikel
|
| 3 |
Correction to: Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning
|
Shim, Soo‑Yean
|
|
|
17 |
4 |
p. 1193
|
artikel
|
| 4 |
Disagreement as context for science-civic learning: an analysis of discursive resources brought to bear by high school science students
|
Zummo, Lynne M.
|
|
|
17 |
4 |
p. 1115-1139
|
artikel
|
| 5 |
Formal rules and rules as reasoning-in-action: playing games with reality in science education
|
Davis, James P.
|
|
|
17 |
4 |
p. 1081-1088
|
artikel
|
| 6 |
Forwarding a ‘science-ethics nexus’ to critique and reorient science education pedagogy toward greater social and ecological justice
|
Devitt, Adam
|
|
|
17 |
4 |
p. 1039-1046
|
artikel
|
| 7 |
Game playing and fluctuations in emotional climate
|
Bonne, Linda
|
|
|
17 |
4 |
p. 1063-1079
|
artikel
|
| 8 |
On the muckiness of science, ethics, and preservice teacher education: contemplating the (im)possibilities of a ‘right’-eous stance
|
Krishnamoorthy, Rishi
|
|
|
17 |
4 |
p. 1047-1061
|
artikel
|
| 9 |
Teaching in a natural history museum: what can we learn from Estonian elementary school teachers?
|
Uppin, Helene
|
|
|
17 |
4 |
p. 1159-1192
|
artikel
|
| 10 |
The science-ethics nexus: a speculative posthumanist examination of secondary school science
|
Mahy, Blue
|
|
|
17 |
4 |
p. 1013-1038
|
artikel
|
| 11 |
Unveiling the scientists and engineers in the Southern Appalachian community
|
Childers, G.
|
|
|
17 |
4 |
p. 1141-1158
|
artikel
|
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