Journal of Research in Science Teaching (JRST)
Référence :
Vol. 42, n° 7, septembre 2005
Thème :
Articles variés
A theoretical note on concepts and the need for Cyclic Concept Maps, Frank Safayeni, Natalia Derbentseva, Alberto J. Cañas
Growing the tree of teacher knowledge: Ten years of learning to teach elementary science, Judith Mulholland, John Wallace
Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories, Avi Hofstein, Oshrit Navon, Mira Kipnis, Rachel Mamlok-Naaman
Expanding our understandings of urban science education by expanding the roles of students as researchers, Rowhea Elmesky, Kenneth Tobin
Exploring the effects of cognitive conflict and direct teaching for students of different academic levels, Anat Zohar, Simcha Aharon-Kravetsky
Informations complémentaires :
http://www3.interscience.wiley.com/.../31817