International Journal of Science Education (IJSE)
Vol.36, n°10, juillet 2014
- Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes, Ning Liu & Birgit Neuhaus
- Primary Teachers' beliefs about Scientific Creativity in the Classroom Context, Shu-Chiu Liu & Huann-shyang Lin
- The Complexity of Scientific Literacy: The development and use of a data analysis matrix, Kathryn Garthwaite, Bev France & Gillian Ward
- Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia, Amanda Woods-McConney, Mary Colette Oliver, Andrew McConney, Renato Schibeci & Dorit Maor
- Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England, Jennifer DeWitt, Louise Archer & Jonathan Osborne
- Establishing the Criterion-related, Construct, and Content Validities of a Simulation-based Assessment of Inquiry Abilities, Pai-Hsing Wu, Hsin-Kai Wu & Ying-Shao Hsu
- Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework, Juliane Grünkorn, Annette Upmeier zu Belzen & Dirk Krüger
- Cross-Cultural Comparisons of Undergraduate Student Views of the Nature of Science, Leigh S. Arino de la Rubia, Tzung-Jin Lin & Chin-Chung Tsai
- Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement, Francisco Cano, Ángela García, A.B.G. Berbén & Fernando Justicia
- Approaches to Inquiry Teaching: Elementary teacher's perspectives, Joseph Ireland, James J. Watters, J. Lunn Brownlee & Mandy Lupton
- Designing Science Learning in the First Years of Schooling. An intervention study with sequenced learning material on the topic of ‘floating and sinking', Miriam Leuchter, Henrik Saalbach & Ilonca Hardy
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