International Journal of Science Education (IJSE)
Vol. 34, n°10, juillet 2012
- Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry, Victor Sampson & Joi Phelps Walker
- Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education, Machiel Johan Stolk, Astrid Bulte, Onno De Jong & Albert Pilot
- Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts, Hye-Eun Chu, David F. Treagust, Shelley Yeo & Marjan Zadnik
- Exploring Opportunities for Argumentation in Modelling Classrooms, Cynthia M. Passmore & Julia Svoboda
- Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction, Ting-Kuang Yeh, Kuan-Yun Tseng, Chung-Wen Cho, James P. Barufaldi, Mei-Shin Lin & Chun-Yen Chang Girls’ Attitudes Towards Science in Kenya, Deborah A. Chetcuti & Beriter Kioko
- Environmental Education for Behaviour Change: Which actions should be targeted?, Edward Boyes & Martin Stanisstreet
- Sources of Inspiration: The role of significant persons in young people's choice of science in higher education, Jørgen Sjaastad
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