| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Editorial
|
Roth, Wolff-Michael
|
|
2007
|
2 |
1 |
p. 9-10
|
artikel
|
| 2 |
Forum: Professional learning opportunities from uncovering cover stories of science and teaching for a scientist-in-transition
|
Bowen, G. Michael
|
|
2007
|
2 |
1 |
p. 243-264
|
artikel
|
| 3 |
Forum: Questions as a tool for bridging science and everyday language games
|
Hsu, Pei-Ling
|
|
2007
|
2 |
1 |
p. 281-303
|
artikel
|
| 4 |
Forum: Students’ conceptual practices in science education
|
Bouillion, Lisa M.
|
|
2007
|
2 |
1 |
p. 205-223
|
artikel
|
| 5 |
Forum: The linguistic construction of expert identity in professor–student discussions of science
|
Wells, Gordon
|
|
2007
|
2 |
1 |
p. 151-170
|
artikel
|
| 6 |
Forum: toward culturally responsive discourses in science education
|
Noblit, George
|
|
2007
|
2 |
1 |
p. 105-117
|
artikel
|
| 7 |
Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities
|
Elmesky, Rowhea
|
|
|
2 |
1 |
p. 73-103
|
artikel
|
| 8 |
Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities
|
Elmesky, Rowhea
|
|
2007
|
2 |
1 |
p. 73-103
|
artikel
|
| 9 |
On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students
|
Richardson Bruna, Katherine
|
|
2007
|
2 |
1 |
p. 19-59
|
artikel
|
| 10 |
On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students
|
Richardson Bruna, Katherine
|
|
|
2 |
1 |
p. 19-59
|
artikel
|
| 11 |
Pigs and Packers
|
Calabrese Barton, Angela
|
|
2006
|
2 |
1 |
p. 61-71
|
artikel
|
| 12 |
Pigs and Packers
|
Calabrese Barton, Angela
|
|
|
2 |
1 |
p. 61-71
|
artikel
|
| 13 |
Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition
|
Ritchie, Stephen M.
|
|
|
2 |
1 |
p. 225-242
|
artikel
|
| 14 |
Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition
|
Ritchie, Stephen M.
|
|
2006
|
2 |
1 |
p. 225-242
|
artikel
|
| 15 |
Questions as a tool for bridging science and everyday language games
|
Lundin, Mattias
|
|
|
2 |
1 |
p. 265-279
|
artikel
|
| 16 |
Questions as a tool for bridging science and everyday language games
|
Lundin, Mattias
|
|
2007
|
2 |
1 |
p. 265-279
|
artikel
|
| 17 |
Students’ conceptual practices in science education
|
Krange, Ingeborg
|
|
|
2 |
1 |
p. 171-203
|
artikel
|
| 18 |
Students’ conceptual practices in science education
|
Krange, Ingeborg
|
|
2006
|
2 |
1 |
p. 171-203
|
artikel
|
| 19 |
The linguistic construction of expert identity in professor–student discussions of science
|
Oliveira, Alandeom W.
|
|
|
2 |
1 |
p. 119-150
|
artikel
|
| 20 |
The linguistic construction of expert identity in professor–student discussions of science
|
Oliveira, Alandeom W.
|
|
2006
|
2 |
1 |
p. 119-150
|
artikel
|
| 21 |
Theorizing passivity
|
Roth, Wolff-Michael
|
|
|
2 |
1 |
p. 1-8
|
artikel
|
| 22 |
Theorizing passivity
|
Roth, Wolff-Michael
|
|
2007
|
2 |
1 |
p. 1-8
|
artikel
|
| 23 |
The work of Angayuqaq Oscar Kawagley
|
Archibald, Jo-Ann
|
|
2007
|
2 |
1 |
p. 11-17
|
artikel
|
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