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Science Education
Référence : Vol.97, n°4, juillet 2013
- The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse, MERCE GARCIA-MILA, SANDRA GILABERT, SIBEL ERDURAN and MARK FELTON
- A Typology of Actional-Operational Modes in Earth Science and Implications for Science Literacy Instruction, AMY ALEXANDRA WILSON
- Love It or Leave It: Norwegian Students’ Motivations and Expectations for Postcompulsory Physics, MARIA VETLESETER BØE and ELLEN KAROLINE HENRIKSEN
- Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement, MARY BETH LEIBHAM, JOYCE M. ALEXANDER and KATHY E. JOHNSON
- Analyzing Students’ Learning in Classroom Discussions about Socioscientific Issues, KARIN RUDSBERG, JOHAN ÖHMAN and LEIF ÖSTMAN
- The Relationship Between Time Allocated for Science in Elementary Schools and State Accountability Policies, EUGENE JUDSON
Informations complémentaires :
http://onlinelibrary.wiley.com/.../issuetoc
catégorie(s) : théorie de l'éducation
