Science Education
Vol.96, n°5, 9/2012
- Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science, Joyce M. Alexander, Kathy E. Johnson and Ken Kelley
- Students' reasoning and decision making about a socioscientific issue: A cross-context comparison, Yeung Chung Lee and Marcus Grace
- For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson, Leema K. Berland and Katherine L. McNeill
- Authors' response to “For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson” by Berland and McNeill, Jonathan Osborne and Alexis Patterson
- Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics, Tamer G. Amin, Fredrik Jeppsson, Jesper Haglund and Helge Strömdahl
- Understanding needs embodiment: A theory-guided reanalysis of the role of metaphors and analogies in understanding science, Kai Niebert, Sabine Marsch and David F. Treagust
- Proposing a core set of instructional practices and tools for teachers of science, Mark Windschitl, Jessica Thompson, Melissa Braaten and David Stroupe
- Teaching the nature of science through scientific errors, Douglas Allchin
- Misconceptions about “misconceptions”: Preservice secondary science teachers' views on the value and role of student ideas, Douglas Larkin
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