Science Education

Science Education

Vol. 95, n°2, mars 2011



* Classroom communities' adaptations of the practice of scientific argumentation, Leema K. Berland and Brian J. Reiser
* Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study, Victor Sampson, Jonathon Grooms and Joi Phelps Walker
* Using Rasch theory to guide the practice of survey development and survey data analysis in science education and to inform science reform efforts: An exemplar utilizing STEBI self-efficacy data, William J. Boone, J. Scott Townsend and John Staver
* Science teachers' views of science and religion vs. the Islamic perspective: Conflicting or compatible?, Nasser Mansour
* When is a molecule three dimensional? A task-specific role for imagistic reasoning in advanced chemistry , Mike Stieff
* Situational interest of high school students who visit an aquarium, Niels Bonderup Dohn
* Taking a closer look at science teaching , Patrica Friedrichsen, Jan H. Van Driel and Sandra K. Abell


http://onlinelibrary.wiley.com/doi/10.1002/sce.v95.2/issuetoc