Κυριακή, 10 Ιανουαρίου 2016

Science Education

Science Education


 Vol. 100, n°1, 1/2016

 
  • Epistemological Trade-Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices, LEEMA BERLAND and KATHLEEN CRUCET
  • Department-Level Representations: A New Approach to the Study of Science Teacher Cognition, TODD L. HUTNER and ARTHUR B. MARKMAN
  • Do High-Ability Students Disidentify With Science? A Descriptive Study of U.S. Ninth Graders in 2009, LORI ANDERSEN and JASON A. CHEN
  • Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement, LARA K. SMETANA, JULIANNE WENNER, JOHN SETTLAGE and D. BETSY MCCOACH
  • The Principle–Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks, KRISTIN L. GUNCKEL and MARCY B. WOOD
  • Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science, VANESSA KIND
  • Parent Explanation and Preschoolers’ Exploratory Behavior and Learning in a Shadow Exhibition, TESSA J. P. VAN SCHIJNDEL and MAARTJE E. J. RAINMAKERS


http://onlinelibrary.wiley.com/doi/10.1002/sce.2016.100.issue-1/issuetoc?campaign=woletoc

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