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Référence : Vol. 37, n° 10, juillet 2015

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth, Heidi B. Carlone, Lacey D. Huffling, Terry Tomasek, Tess A. Hegedus, Catherine E. Matthews, Melony H. Allen & Mary C. Ash
Creative Cognition in Secondary Science: An exploration of divergent thinking in science among adolescents, Allison Antink-Meyer & Norman G. Lederman
The Effects of Prior-knowledge and Online Learning Approaches on Students’ Inquiry and Argumentation Abilities, Wen-Tsung Yang, Yu-Ren Lin, Hsiao-Ching She & Kai-Yi Huang
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation, Meghan Bathgate, Amanda Crowell, Christian Schunn, Mac Cannady & Rena Dorph
Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education, Lucy Mercer-Mapstone & Louise Kuchel
A Look into Students’ Retention of Acquired Nature of Science Understandings, Rola Khishfe
Beyond Construction: Five arguments for the role and value of critique in learning science, J. Bryan Henderson, Anna MacPherson, Jonathan Osborne & Andrew Wild