Τετάρτη, 28 Οκτωβρίου 2015

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

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