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Journal of Research in Science Teaching (JRST)
Référence : Vol. 57, n°10, décembre 2020
- Constructivism‐informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design, Xin P. Voon, Lung H. Wong, Chee K. Looi, Wenli Chen
- Professional knowledge affects action‐related skills: The development of preservice physics teachers' explaining skills during a field experience, Christoph Kulgemeyer, Andreas Borowski, David Buschhüter, Patrick Enkrott, Maren Kempin, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder, Christoph Vogelsang
- The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates, Zahra Hazari, Deepa Chari, Geoff Potvin, Eric Brewe
- Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM, Monica L. Miles, Amanda J. Brockman, Dara E. Naphan‐Kingery
- The impact of system specifics on systems thinking, Sophia Mambrey, Justin Timm, Jana Julia Landskron, Philipp Schmiemann
Informations complémentaires :
https://onlinelibrary-wiley-com.acces.bibliotheque-diderot.fr/.../10?campaign=woletoc