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International Journal of Science Education (IJSE)

Référence :  Vol. 44, n°12, septembre 2022

  • Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us, Alfred M. Limbere, Mika Munakata, Emily J. Klein & Monica Taylor
  • Teaching science & technology: components of scientific literacy and insight into the steps of research, Mateja Ploj Virtič
  • A teaching learning sequence on nanoscience and nanotechnology content at primary school level: evaluation of students’ learning, Giorgos Peikos, Anna Spyrtou, Dimitris Pnevmatikos & Penelope Papadopoulou
  • Using the history of plate tectonics to teach the nature of science, Samuel Cornelius Nyarko & David Wyss Rudge
  • Depicting science teachers’ concerns regarding the Tanzanian inquiry-based science curriculum, Noel M. Makwinya, David H. McKinnon & Geoffrey W. Lummis
  • Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills?, Joevi Jhun A. Idul & Virgencita B. Caro
  • Developing prospective primary teachers’ learning-to-learn competence through experimental activities, Hortensia Morón-Monge & Antonio García-Carmona
  • A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA, Nani Teig, Ronny Scherer & Rolf Vegar Olsen

Informations complémentaires :

mot(s) clé(s) :  recherche en éducation