Science Education

Science Education

 Vol. 99, n°6, novembre 2015

 

• Introduction to the Focus on … Scientific Practices, SIBEL ERDURAN
• Scientific Practice and Science Education, CYRUS C. M. MODY
• Describing “Science Practice” in Learning Settings, DAVID STROUPE
• Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards, MICHAEL J. FORD
• Can We Teach People What Science Is Really Like?, HARRY COLLINS
• Answering the Questions of Whether and When Learning Occurs: Using Discrete-Time Survival Analysis to Investigate the Ways in Which College Chemistry Students’ Ideas About Structure–Property Relationships Evolve, SONIA M. UNDERWOOD, DAVID REYES-GASTELUM and MELANIE M. COOPER
• Changes and Stability in Reasoning After a Field Trip to a Natural History Museum, HARRIET R. TENENBAUM, CHERYL TO, DANIEL WORMALD and EMMA PEGRAM
• Reclaiming Race as a Topic of the U.S. Biology Textbook Curriculum, BRIAN M. DONOVAN
• Comparing Short- and Long-Term Learning Effects Between Stereoscopic and Two-Dimensional Film at a Planetarium, C. AARON PRICE, HEE-SUN LEE, MARK SUBBARAO, EVAN KASAL and JULIETA AGUILERA
• Critical Response to Archer et al. (2015) “Science Capital”: A Conceptual, Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts, ERIC JENSEN and DAVID WRIGHT
• Author Response, LOUISE ARCHER, EMILY DAWSON, AMY SEAKINS, JENNIFER DEWITT and BILLY WONG

http://onlinelibrary.wiley.com/doi/10.1002/sce.2015.99.issue-6/issuetoc?campaign=woletoc