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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
Informations complémentaires :
https://onlinelibrary.wiley.com/.../5
catégorie(s) : théorie de l'éducation
