| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A framework for meta-learning in science education for a time of crisis and beyond
|
Chacón-Díaz, Lucía B.
|
|
|
18 |
3 |
p. 589-599
|
artikel
|
| 2 |
Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ performance in science
|
dos Santos Barbosa da Silva, Matheus
|
|
|
18 |
3 |
p. 985-1019
|
artikel
|
| 3 |
Equity in teaching science during times of crisis: a study with Portuguese science teachers
|
Baptista, Mónica
|
|
|
18 |
3 |
p. 631-646
|
artikel
|
| 4 |
Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum
|
Scaramanga, Jenna
|
|
|
18 |
3 |
p. 809-827
|
artikel
|
| 5 |
Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education
|
Anantanukulwong, Roseleena
|
|
|
18 |
3 |
p. 791-807
|
artikel
|
| 6 |
“I can do data for my people”: experiences of giving back for Native undergraduates in computing
|
Jaumot-Pascual, Nuria
|
|
|
18 |
3 |
p. 879-909
|
artikel
|
| 7 |
Informal science learning experiences for gender equity, inclusion and belonging in STEM through a feminist intersectional lens
|
Reznik, Gabriela
|
|
|
18 |
3 |
p. 959-984
|
artikel
|
| 8 |
Instructions, commands, and coercive control: a critical discourse analysis of the textbook representation of the living cell
|
Navare, Charudatta
|
|
|
18 |
3 |
p. 755-789
|
artikel
|
| 9 |
Intersecting identities and the transformative experiences of a beginning science teacher
|
Smith-Mutegi, Demetrice
|
|
|
18 |
3 |
p. 569-576
|
artikel
|
| 10 |
Intra-action analysis of emergent science phenomena: examining meaning-making with the more than human in science classrooms
|
Krishnamoorthy, Rishi
|
|
|
18 |
3 |
p. 853-877
|
artikel
|
| 11 |
Navigating into the future of science museum education: focus on educators’ adaptation during COVID-19
|
Lee, Hyunok
|
|
|
18 |
3 |
p. 647-667
|
artikel
|
| 12 |
Preschool teachers’ science teaching practices: earth and space
|
Öngören, Sema
|
|
|
18 |
3 |
p. 1021-1040
|
artikel
|
| 13 |
Science education in a world in crisis: contributions from the South to a defense of a cultural–historical approach in science teaching
|
Moura, Cristiano B.
|
|
|
18 |
3 |
p. 669-693
|
artikel
|
| 14 |
Soul searching in science teaching: an exploration of critical teaching events through the lens of intersectionality
|
Marco-Bujosa, Lisa M.
|
|
|
18 |
3 |
p. 527-555
|
artikel
|
| 15 |
The dominant model of meat production and consumption as a socially acute question for activist education
|
Cabello-Garrido, Aurelio
|
|
|
18 |
3 |
p. 911-935
|
artikel
|
| 16 |
The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic
|
Lee, Gyeong-Geon
|
|
|
18 |
3 |
p. 601-629
|
artikel
|
| 17 |
The identity turn in science education research: a critical review of methodologies in a consolidating field
|
Danielsson, Anna T.
|
|
|
18 |
3 |
p. 695-754
|
artikel
|
| 18 |
The impacts of animal farming: a critical review of secondary and high school textbooks
|
Fonseca, Rui Pedro
|
|
|
18 |
3 |
p. 829-852
|
artikel
|
| 19 |
The intersectional experience of Faith teaching science within an Afro-centric school model
|
Marshall, Stefanie L.
|
|
|
18 |
3 |
p. 557-567
|
artikel
|
| 20 |
What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile
|
Norambuena-Meléndez, Mariela
|
|
|
18 |
3 |
p. 937-958
|
artikel
|
| 21 |
"Yardie get di blame": exploring positionality, transnationalism, and cultural capital in social justice STEM education
|
Pierre, Takeshia
|
|
|
18 |
3 |
p. 577-587
|
artikel
|
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