| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A case study analysing the process of analogy-based learning in a teaching unit about simple electric circuits
|
Paatz, Roland
|
|
2004
|
|
9 |
p. 1065-1081
|
artikel
|
| 2 |
Active science as a contribution to the trauma recovery process: preliminary indications with orphans from the 1994 genocide in Rwanda
|
Perrier, Frederic
|
|
2003
|
|
9 |
p. 1111-1128
|
artikel
|
| 3 |
A learning pathway in high-school level quantum atomic physics
|
Petri, Juergen
|
|
1988
|
|
9 |
p. 1075-1088
|
artikel
|
| 4 |
An investigation of the knowledge structures of experts, intermediates and novices in physics
|
Snyder, Jennifer L.
|
|
2000
|
|
9 |
p. 979-992
|
artikel
|
| 5 |
Arab prospective science teachers' world view: presuppositions towards nature
|
Haidar, Abdullateef H.
|
|
1997
|
|
9 |
p. 1093-1109
|
artikel
|
| 6 |
A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts
|
Bulte, Astrid M. W.
|
|
2006
|
|
9 |
p. 1063-1086
|
artikel
|
| 7 |
Assessing the quality of undergraduate education students' writing about learning and teaching science
|
Robertson, Isobel J.
|
|
2004
|
|
9 |
p. 1131-1149
|
artikel
|
| 8 |
Attitudes towards science: a review of the literature and its implications
|
Osborne, Jonathan
|
|
2003
|
|
9 |
p. 1049-1079
|
artikel
|
| 9 |
A typology of causal models for plate tectonics: Inferential power and barriers to understanding
|
Gobert, Janice D.
|
|
2000
|
|
9 |
p. 937-977
|
artikel
|
| 10 |
A typology of school science models
|
Harrison, Allan G.
|
|
2000
|
|
9 |
p. 1011-1026
|
artikel
|
| 11 |
Beyond romantic versus sceptic: a microanalysis of conceptual change in kinematics
|
Roschelle, Jeremy
|
|
1998
|
|
9 |
p. 1025-1042
|
artikel
|
| 12 |
Biotechnology teaching models: what is their role in technology education?
|
Auckland, Bev France
|
|
2000
|
|
9 |
p. 1027-1039
|
artikel
|
| 13 |
BOOK REVIEW
|
Tippett, Christine D.
|
|
2008
|
|
9 |
p. 1265-1269
|
artikel
|
| 14 |
BOOK REVIEW
|
|
|
2005
|
|
9 |
p. 1139-1141
|
artikel
|
| 15 |
Book reviews
|
|
|
1997
|
|
9 |
p. 1111-1114
|
artikel
|
| 16 |
Cascades of inscriptions and the re-presentation of nature: how numbers, tables, graphs, and money come to re-present a rolling ball
|
Roth, Wolff-Michael
|
|
1997
|
|
9 |
p. 1075-1091
|
artikel
|
| 17 |
“Chemie im Kontext”: A symbiotic implementation of a context-based teaching and learning approach
|
Parchmann, Ilka
|
|
2006
|
|
9 |
p. 1041-1062
|
artikel
|
| 18 |
Chemistry Is in the News: Taxonomy of authentic news media-based learning activities
|
Glaser, Rainer E.
|
|
2005
|
|
9 |
p. 1083-1098
|
artikel
|
| 19 |
Cohesion in science lesson discourse: clarity, relevance and sufficient information
|
Rodrigues, Susan
|
|
2001
|
|
9 |
p. 929-940
|
artikel
|
| 20 |
Comparison of Curricular Breadth, Depth, and Recurrence and Physics Achievement of TIMSS Population 3 Countries
|
Murdock, John
|
|
2008
|
|
9 |
p. 1135-1157
|
artikel
|
| 21 |
Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: a study of air pressure and buoyancy
|
She, Hsiao-Ching
|
|
2002
|
|
9 |
p. 981-996
|
artikel
|
| 22 |
Conceptual change cum discourse analysis to understand cognition in a unit on chaotic systems: towards an integrative perspective on learning in science
|
Duit, Reinders
|
|
1988
|
|
9 |
p. 1059-1073
|
artikel
|
| 23 |
Context-based Chemistry: The Salters approach
|
Bennett, Judith
|
|
2006
|
|
9 |
p. 999-1015
|
artikel
|
| 24 |
Contextualized Chemistry Education: The American experience
|
Schwartz, A. Truman
|
|
2006
|
|
9 |
p. 977-998
|
artikel
|
| 25 |
Developing Year 2 Students' Theory of Biology with Concepts of the Gene and DNA
|
Venville, Grady
|
|
2007
|
|
9 |
p. 1111-1131
|
artikel
|
| 26 |
Exploring the Development of Conceptual Understanding through Structured Problem-solving in Physics
|
Gaigher, E.
|
|
2007
|
|
9 |
p. 1089-1110
|
artikel
|
| 27 |
Feminisms and science education: one science educator's exploration of her practice
|
Parsons, Sharon
|
|
1999
|
|
9 |
p. 989-1005
|
artikel
|
| 28 |
Genetic engineering: a matter that requires further refinement in Spanish secondary school textbooks
|
Martinez-Gracia, M. V.
|
|
2003
|
|
9 |
p. 1148-1168
|
artikel
|
| 29 |
High School Students' Informal Reasoning on a Socio-scientific Issue: Qualitative and quantitative analyses
|
Wu, Ying-Tien
|
|
2007
|
|
9 |
p. 1163-1187
|
artikel
|
| 30 |
History and philosophy of science through models: some challenges in the case of 'the atom'
|
Justi, Rosaria
|
|
2000
|
|
9 |
p. 993-1009
|
artikel
|
| 31 |
How emotions shape the relationship between a chemistry teacher and her high school students
|
Maria, Flavia
|
|
2003
|
|
9 |
p. 1095-1110
|
artikel
|
| 32 |
How Korean students see scientists: the images of the scientist
|
Song, Jinwoong
|
|
1999
|
|
9 |
p. 957-977
|
artikel
|
| 33 |
How teacher and students study 'all that matters' in high school chemistry
|
Costa, Victoria B.
|
|
1997
|
|
9 |
p. 1005-1023
|
artikel
|
| 34 |
Implementation of instructional innovations in K-8 science classes: perspectives of inservice teachers
|
Dass, Pradeep Maxwell
|
|
2001
|
|
9 |
p. 969-984
|
artikel
|
| 35 |
Improving high school students' understanding of potential difference in simple electric circuits
|
Liegeois, Laurent
|
|
2003
|
|
9 |
p. 1129-1145
|
artikel
|
| 36 |
Improving the usefulness of concept maps as a research tool for science education
|
Van Zele, Els
|
|
2004
|
|
9 |
p. 1043-1064
|
artikel
|
| 37 |
Industrial Chemistry and School Chemistry: Making chemistry studies more relevant
|
Hofstein, Avi
|
|
2006
|
|
9 |
p. 1017-1039
|
artikel
|
| 38 |
Integrating mathematics, science, and technology: effects on students
|
Ross, John A.
|
|
1988
|
|
9 |
p. 1119-1135
|
artikel
|
| 39 |
Interactive learning in a higher education Level 1 mechanics module
|
Booth, Kathryn M.
|
|
2001
|
|
9 |
p. 955-967
|
artikel
|
| 40 |
Interactive multimedia and model-based learning in biology
|
Buckley, Barbara C.
|
|
2000
|
|
9 |
p. 895-935
|
artikel
|
| 41 |
Introduction to model-based teaching and learning in science education
|
Gobert, Janice D.
|
|
2000
|
|
9 |
p. 891-894
|
artikel
|
| 42 |
Learning process studies: examples from physics
|
Roth, Wolff-Michael
|
|
1998
|
|
9 |
p. 1019-1024
|
artikel
|
| 43 |
Logical positivism as a tool to analyse the problem of chemistry's lack of relevance in secondary school chemical education
|
Van Aalsvoort, Joke
|
|
2004
|
|
9 |
p. 1151-1168
|
artikel
|
| 44 |
Model based learning as a key research area for science education
|
Clement, John
|
|
2000
|
|
9 |
p. 1041-1053
|
artikel
|
| 45 |
NOTES FOR CONTRIBUTORS
|
|
|
1997
|
|
9 |
p. 1114
|
artikel
|
| 46 |
On the Nature of “Context” in Chemical Education
|
Gilbert, John K.
|
|
2006
|
|
9 |
p. 957-976
|
artikel
|
| 47 |
Opportunities for sex education and personal and social education (PSE) through science lessons: the comments of primary pupils when observing meal worms and brine shrimps
|
Tunnicliffe, Sue Dale
|
|
1999
|
|
9 |
p. 1007-1020
|
artikel
|
| 48 |
Parallelism in the development of children's ideas and the historical development of projectile motion theories
|
Eckstein, Shulamith Graus
|
|
1997
|
|
9 |
p. 1057-1073
|
artikel
|
| 49 |
Passive visitors or independent explorers: Responses of pupils with severe learning difficulties at an Interactive Science Centre
|
Brooke, Helen
|
|
2001
|
|
9 |
p. 941-953
|
artikel
|
| 50 |
Portuguese primary school children's conceptions about digestion: identification of learning obstacles
|
Carvalho, Graca S.
|
|
2004
|
|
9 |
p. 1111-1130
|
artikel
|
| 51 |
Primary children's conceptions of science and the scientist: is the impact of a National Curriculum breaking down the stereotype?
|
Newton, Lynn D.
|
|
1988
|
|
9 |
p. 1137-1149
|
artikel
|
| 52 |
Prompting teachers' constructive reflection: pupils' questions as critical incidents
|
Watts, Mike
|
|
1997
|
|
9 |
p. 1025-1037
|
artikel
|
| 53 |
Puppets Promoting Engagement and Talk in Science
|
Simon, Shirley
|
|
2008
|
|
9 |
p. 1229-1248
|
artikel
|
| 54 |
Reflections on African science education for the new millennium: the case of the Ethiopian chemistry curriculum for beginners
|
Engida, Temechegn
|
|
2002
|
|
9 |
p. 941-953
|
artikel
|
| 55 |
Religious Beliefs: Their dynamics in two groups of life scientists
|
Falcao, Eliane Brigida Morais
|
|
2008
|
|
9 |
p. 1249-1264
|
artikel
|
| 56 |
Role-play or debate to promote students' argumentation and justification on an issue in animal transgenesis
|
Simonneaux, Laurence
|
|
2001
|
|
9 |
p. 903-927
|
artikel
|
| 57 |
School visits to zoos and museums: a missed educational opportunity?
|
Tunnicliffe, Sue Dale
|
|
1997
|
|
9 |
p. 1039-1056
|
artikel
|
| 58 |
Science Achievement and Students' Self-confidence and Interest in Science: A Taiwanese representative sample study
|
Chang, Chun-Yen
|
|
2008
|
|
9 |
p. 1183-1200
|
artikel
|
| 59 |
Science education and affect
|
Alsop, Steve
|
|
2003
|
|
9 |
p. 1043-1047
|
artikel
|
| 60 |
Science education for empowerment and social change: a case study of a teacher educator in urban Pakistan
|
Zahur, Rubina
|
|
2002
|
|
9 |
p. 899-917
|
artikel
|
| 61 |
Science Teachers' Perceived Benefits of an Out-of-school Enrichment Programme: Identity needs and university affordances
|
Luehmann, April L.
|
|
2007
|
|
9 |
p. 1133-1161
|
artikel
|
| 62 |
Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes
|
Rule, Audrey C.
|
|
2008
|
|
9 |
p. 1159-1182
|
artikel
|
| 63 |
Skill and will: the role of motivation and cognition in the learning of college chemistry
|
Zusho, Akane
|
|
2003
|
|
9 |
p. 1081-1094
|
artikel
|
| 64 |
Starting small and with uncertainty: toward a neurocomputational account of knowing and learning in school science laboratories
|
Roth, Wolff-Michael
|
|
1988
|
|
9 |
p. 1089-1105
|
artikel
|
| 65 |
Structural patterns in students' conceptions in mechanics
|
Oliva, Jose Ma
|
|
1999
|
|
9 |
p. 903-920
|
artikel
|
| 66 |
Student Experiences of Carrying out a Practical Science Investigation Under Direction
|
Hume, Anne
|
|
2008
|
|
9 |
p. 1201-1228
|
artikel
|
| 67 |
Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms
|
Parker, Lesley H.
|
|
2002
|
|
9 |
p. 881-897
|
artikel
|
| 68 |
The Contribution of the Theory of Relation to Knowledge to Understanding Students' Engagement in Learning Physics
|
Venturini, Patrice
|
|
2007
|
|
9 |
p. 1065-1088
|
artikel
|
| 69 |
The correlates of the socio-cultural background of Botswana junior secondary school students with their attitudes towards and achievements in science
|
Kesamang, M. E. E.
|
|
2002
|
|
9 |
p. 919-940
|
artikel
|
| 70 |
The emergence of complex cognition during a unit on static electricity
|
Welzel, Manuela
|
|
1988
|
|
9 |
p. 1107-1118
|
artikel
|
| 71 |
The gender gap and discriminating power in the National Curriculum Key Stage three science assessments in England and Wales
|
Preece, Peter F. W.
|
|
1999
|
|
9 |
p. 979-987
|
artikel
|
| 72 |
The impact of a National Curriculum development on teaching and learning behaviours
|
Hacker, R. G.
|
|
1997
|
|
9 |
p. 997-1004
|
artikel
|
| 73 |
The impacts of a web-aided instructional simulation on science learning
|
Hsu, Ying-Shao
|
|
2002
|
|
9 |
p. 955-979
|
artikel
|
| 74 |
The influence of students' cognitive and motivational variables in respect of cognitive conflict and conceptual change
|
Kang, Sukjin
|
|
2005
|
|
9 |
p. 1037-1058
|
artikel
|
| 75 |
The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding
|
Pilot, Albert
|
|
2006
|
|
9 |
p. 1087-1112
|
artikel
|
| 76 |
Thought experiments and collaborative learning in physics
|
Reiner, Miriam
|
|
1998
|
|
9 |
p. 1043-1058
|
artikel
|
| 77 |
'To trust or not to trust,...'-pupils' ways of judging information encountered in a socio-scientific issue
|
Kolsto, Stein Dankert
|
|
2001
|
|
9 |
p. 877-901
|
artikel
|
| 78 |
University science students' experiences of investigative project work and their images of science
|
Ryder, Jim
|
|
1999
|
|
9 |
p. 945-956
|
artikel
|
| 79 |
Use of a computer simulation to develop mental simulations for understanding relative motion concepts
|
Monaghan, James M.
|
|
1999
|
|
9 |
p. 921-944
|
artikel
|
| 80 |
Using models at the mesoscopic scale in teaching physics: two experimental interventions in solid friction and fluid statics
|
Besson, Ugo
|
|
2004
|
|
9 |
p. 1083-1110
|
artikel
|
| 81 |
Why Do You “Need to Know”? Context-based education
|
Pilot, Albert
|
|
2006
|
|
9 |
p. 953-956
|
artikel
|
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