July 2013
July 2013
575 2477
Andersen, Casper (2013). Evolution 2.0: the unexpected learning experience of making a digital archive. Science & Education, 22 (3), 657 – 675.
507 2496
Roth, Wolff-Michael (2013). Undoing de-contextualization or how scientists come to understand their own data / graphs. Science Education, 97 (1), 80 – 112.
507 2497
Hamza, Karim M. (2013). Supporting sutdents' progression N science : continuity between the particular, the contingent, and the general. Science Education, 97 (1), 113 – 138.
507 2498
Gunckel, Kristin L. (2013). Fulfilling multiple obligations : pre-service elementary teachers' use of an instructional model while learning to plan and teach science. Science Education, 97 (1), 139 – 162.
507 2499
Feldman, Allan. (2013). Becoming researchers : the participation of undergraduate and graduate students in scientific and research group. Science Education, 97 (2), 218 – 243.
507 2500
Hermam, Benjamin C. (2013). Teachers' nature of science implementation practices 2 – 5 years after having completed an intensive science education programme. Science Education, 97 (2), 271 – 309.
507 2501
Dabney, Katherine P. (2013). Association of family influence and initial interest in science. Science Education, 97 (3), 395 – 409.
507 2502
Culture : Special Issue. (2013). Journal of Research in Science Teaching, 50 (1).
507 2503
Talanquer, Vicente (2013). Assessing students' understanding of inquiry : what do prospective science teachers notice? Journal of Research in Science Teaching, 50 (2), 189 – 208.
507 2504
Evagorou, Maria (2013). Exploring young students' collaborative argumentation within a socioscientific issue. Journal of Research in Science Teaching, 50 (2), 209 – 237.
507 2505
Noblit, George W. (2013). Culture bound : science, teaching and research. Journal of Research in Science Teaching, 50 (2), 238 – 249.
507 2506
Osborne, Jonathan (2013). Learning to argue : a study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students. Journal of Research in Science Teaching, 50 (3), 315 – 347.
507 2507
Bell, Randy L. (2013). Learning in context : technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50 (3), 348 – 379.
507 2508
Chen, Sufen (2013). Development of an empirically based questionnaire to investigate young students' ideas about nature of science. Journal of Research in Science Teaching, 50 (4), 408 – 430.
507 2509
Falk, John H. (2013). Factors contributing to adult knowledge of science and Technology. Journal of Research in Science Teaching, 50 (4), 431 – 452.
507 2512
Konstantinidou, Aikaterini (2013). Understanding students' reasoning : argumentation schemes as an interpretation method in science education. Science & Education, 22 (5), 1069 – 1087.
507 2514
Seroglou, Fanny (Ed) (2013). Eleventh International History, Philosophy and Science Teaching Group (IHPST) Conference : Select Papers : Special Issue. Science & Education, 22 (5).
510.7 2511
Andrews, Paul (2012). Learning from others : can PISA and TIMSS really inform curriculum developments in mathematics? The Mathematical Gazette, 96 (537), 386 - 407.
530.7 2495
Kuo, Eric (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems. Science Education, 97 (1), 32 – 57.
540 2513
Chemistry Special : Special Issue. (2013). Teacher Plus, 11 (5).
574.07 2510
Sadler, Troy (2013). Game based curricula in biology classes : differential effects among varying academic levels. Journal of Research in Science Teaching, 50 (4), 479 – 499.
