International Journal of Science Education

International Journal of Science Education

Vol. 33, n°5, avril 2011

The Comparative Effects of Prediction/Discussion-Based Learning Cycle,

* Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics, Diba Yilmaz; Ceren Tekkaya; Semra Sungur
* When There isn't a Right Answer: Interpretation and reasoning, key skills for twenty-first century geoscience, Clare Elizabeth Bond; Chris Philo; Zoe Kai Shipton
* Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry, Janice D. Gobert; Laura O’Dwyer; Paul Horwitz; Barbara C. Buckley; Sharona Tal Levy; Uri Wilensky
* Writing Stories to Enhance Scientific Literacy, Stephen M. Ritchie; Louisa Tomas; Megan Tones
* Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England, Jim Ryder; Indira Banner
* On the Declining Interest in Physics among Students—From the perspective of teachers, Pey-Tee Oon; R. Subramaniam

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