Science Education
Vol.97, n°1, janvier 2013
- Using transformative boundary objects to create critical engagement in science: A case study, Blakely K. Tsurusaki, Angela Calabrese Barton, Edna Tan, Pamela Koch and Isobel Contento
- How students blend conceptual and formal mathematical reasoning in solving physics problems, ERIC KUO, MICHAEL M. HULL, AYUSH GUPTA and ANDREW ELBY
- Bourdieu's notion of cultural capital and its implications for the science curriculum, STEPHANIE CLAUSSEN and JONATHAN OSBORNE
- Undoing decontextualization or how scientists come to understand their own data/graphs, WOLFF-MICHAEL ROTH
- Supporting students’ progression in science: Continuity between the particular, the contingent, and the general, KARIM M. HAMZA, and PER-OLOF WICKMAN
- Fulfilling multiple obligations: Preservice elementary teachers’ use of an instructional model while learning to plan and teach science, KRISTIN L. GUNCKEL
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