Science Education

Science Education

Vol. 96, n°3, mai 2012

Dialogic framing of scientific content for conceptual and epistemic understanding, Michael J. Ford and Brian M. Wargo
Applying catastrophe theory to an information-processing model of problem solving in science education, Dimitrios Stamovlasis and Georgios Tsaparlis
Stability and volatility of STEM career interest in high school: A gender study, Philip M. Sadler, Gerhard Sonnert, Zahra Hazari and Robert Tai
Science in discussions: An analysis of the use of science content in socioscientific discussions, Jan Alexis Nielsen
Young African American children constructing academic and disciplinary identities in an urban science classroom, Justine M. Kane
Improvements to elementary children's epistemic understanding from sustained argumentation, Suna Ryu and William A. Sandoval
Faculty as undergraduate research mentors for students of color: Taking into account the costs, Joni Schwartz
Student learning through journal writing in a general education chemistry course for pre-elementary education majors, Michael T. Dianovsky and Donald J. Wink