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Science Education


Référence :  Vol. 100, n°1, janvier 2016

 
  • Epistemological Trade-Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices, LEEMA BERLAND and KATHLEEN CRUCET
  • Department-Level Representations: A New Approach to the Study of Science Teacher Cognition, TODD L. HUTNER and ARTHUR B. MARKMAN
  • Do High-Ability Students Disidentify With Science? A Descriptive Study of U.S. Ninth Graders in 2009, LORI ANDERSEN and JASON A. CHEN
  • Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement, LARA K. SMETANA, JULIANNE WENNER, JOHN SETTLAGE and D. BETSY MCCOACH
  • The Principle–Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks, KRISTIN L. GUNCKEL and MARCY B. WOOD
  • Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science, VANESSA KIND
  • Parent Explanation and Preschoolers’ Exploratory Behavior and Learning in a Shadow Exhibition, TESSA J. P. VAN SCHIJNDEL and MAARTJE E. J. RAIJMAKERS


Informations complémentaires :
  http://onlinelibrary.wiley.com/.../issuetoc?campaign=woletoc


catégorie(s) :  théorie de l'éducation