Journal of Research in Science Teaching (JRST)

  n°8, octobre 2021

 

• Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion,
• Ying-Chih Chen, Ratrapee Techawitthayachinda
• “Anybody can do science if they're brave enough”: Understanding the role of science capital in science majors' identity trajectories into and through postsecondary science, Allison J. Gonsalves, Alexandre Soares Cavalcante, Emily Diane Sprowls, Hailey Iacono
• Fighting “bad science” in the information age: The effects of an intervention to stimulate evaluation and critique of false scientific claims, Anita S. Tseng, Sade Bonilla, Anna MacPherson
• To know about science is to love it? Unraveling cause–effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology, Till Bruckermann, Hannah Greving, Anke Schumann, Milena Stillfried, Konstantin Börner, Sophia E. Kimmig, Robert Hagen, Miriam Brandt, Ute Harms
• From feeling forces to understanding forces: The impact of bodily engagement on learning in science, Asnat R. Zohar, Sharona T. Levy
• Setting empirically informed content knowledge policy benchmarks for physical science teaching, Elizabeth B. Lewis, Ana M. Rivero, Lyrica L. Lucas, Aaron A. Musson, Brandon A. Helding

https://onlinelibrary.wiley.com/toc/10982736/2021/58/8?campaign=woletoc