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Science Education
Référence : Vol. 99, n°2, mars 2015
- Is Science for Us? Black Students’ and Parents’ Views of Science and Science Careers, LOUISE ARCHER, JENNIFER DEWITT and JONATHAN OSBORNE
- Language, Access, and Power in the Elementary Science Classroom, EMILY SCHOERNING, BRIAN HAND, MACK SHELLEY and WILLIAM THERRIEN
- Human–Nature Relationships in School Science: A Critical Discourse Analysis of a Middle-Grade Science Textbook, AJAY SHARMA and CORY A. BUXTON
- Supporting Use of Evidence in Argumentation Through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment, KALYPSO IORDANOU and COSTAS P. CONSTANTINOU
- Encouraging Greater Student Inquiry Engagement in Science Through Motivational Support by Online Scientist-Mentors, STEPHEN C. SCOGIN and CAROL L. STUESSY
- Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype, MINJUNG RYU
- The Joint Work of Connecting Multiple (Re)presentations in Science Classrooms ALFREDO JORNET and WOLFF-MICHAEL ROTH
Informations complémentaires :
http://onlinelibrary.wiley.com/.../issuetoc?campaign=woletoc
catégorie(s) : théorie de l'éducation
