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Journal of Research in Science Teaching (JRST)

Référence :  Vol. 56, n°8, octobre 2019

  • The development of students' justifications for their positions regarding two theoretical models: Electron cloud or sodium chloride crystal—After engaging in different learning activities, Sulaiman M. Al‐Balushi, Lisa Martin‐Hansen
  • Students' self‐efficacy for science in different school systems, Bat‐Shahar Dorfman, David Fortus
  • Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement, Emma C. Burns, Andrew J. Martin, Rebecca J. Collie
  • An agentive focus may limit learning about complex causality and systems dynamics: A study of seventh graders' explanations of ecosystems, Megan Powell Cuzzolino, Tina A. Grotzer, M. Shane Tutwiler, Eric W. Torre
  • An exploration of Illinois students' attitudes toward science using multivariate multilevel modeling with a cross‐sectional sample of responses from grades 5 through 10, Ryan Summers, Fouad Abd‐El‐Khalick
  • Experientially learning how to communicate science effectively: A case study on decoding science, Monique L. R. Luisi, Shelly Rodgers, Jack C. Schultz

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