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Science Education

Référence :  Vol. 102, n°5, septembre 2018

  • Taking an escape hatch: Managing tension in group discourse, Erin Ronayne Sohr, Ayush Gupta, Andrew Elby
  • Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities, Pai‐Hsing Wu, Che‐Yu Kuo, Hsin‐Kai Wu, Tsung‐Hau Jen, Ying‐Shao Hsu
  • Gender disparities in students’ motivational experiences in high school science classrooms, Erika A. Patall, Rebecca R. Steingut, Jen L. Freeman, Keenan A. Pituch, Ariana C. Vasquez
  • Identity negotiation within peer groups during an informal engineering education program: The central role of leadership‐oriented youth, Scott A. Pattison, Ivel Gontan, Smirla Ramos‐Montañez, Lauren Moreno
  • Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom, Alena Moon, Anne Ruggles Gere, Ginger V. Shultz
  • Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students, Danielle X. Morales, Sara E. Grineski, Timothy W. Collins
  • The pedagogical value of conceptual metaphor for secondary science teachers, Abigail R. Daane, Jesper Haglund, Amy D. Robertson, Hunter G. Close, Rachel E. Scherr
  • Disciplinary authenticity and personal relevance in school science, Shulamit Kapon, Antti Laherto, Olivia Levrini
  • Interaction rituals and inquiry‐based science instruction: Analysis of student participation in small‐group investigations in a multilingual classroom, Sara E. D. Wilmes, Christina Siry
  • Students’ representational competence with drawing technology across two domains of science, Hsin‐Yi Chang

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