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Science Education
Référence : Vol. 101, n°3, mai 2017
- Profiles of Transformative Engagement: Identification, Description, and Relation to Learning and Instruction, KEVIN J. PUGH, CASSENDRA M. BERGSTROM and BRYDEN SPENCER
- Crossing the Boundaries: Solidarity, Identity, and Mutual Learning in a K-20 Partnership, STACY OLITSKY
- Moving Beyond Pseudoargumentation: Teachers’ Enactments of an Educative Science Curriculum Focused on Argumentation, KATHERINE L. McNEILL, MARÍA GONZÁLEZ-HOWARD, REBECCA KATSH-SINGER and SUZANNA LOPER
- Ambitious Teachers’ Design and Use of Classrooms as a Place of Science, DAVID STROUPE
- Epistemic Practices of Engineering for Education, CHRISTINE M. CUNNINGHAM and GREGORY J. KELLY
Informations complémentaires :
http://onlinelibrary.wiley.com/.../issuetoc?campaign=woletoc
catégorie(s) : théorie de l'éducation
