International Journal of Science Education (IJSE)

 Vol. 43, n°17, 11/2021

 

• Connecting explanations to representations: benefits of highlighting techniques in tutorial videos on students’ learning in organic chemistry, Marc Rodemer, Julia Eckhard, Nicole Graulich & Sascha Bernholt
• Mentoring teachers in the context of student-question-based inquiry: the challenges of the Savanturiers programme, Matthieu Cisel & Charlotte Barbier
• Developing museum-school partnerships: art-based exploration of science issues in a third space, Harald Raaijmakers, Birgitta Mc Ewen, Susanne Walan & Nina Christenson
• Science self-efficacy in the relationship between gender & science identity, Jeffrey A. Miles & Stefanie E. Naumann
• Exploring coherence and authorship in pedagogical link-making in science, Sami Lehesvuori & Jaume Ametller
• Intertextuality in science textbooks: implications for diverse students’ learning, Sara Salloum
• Impact of inquiry-based learning in a molecular biology class on the dimensions of students’ situational interest, Kerstin Röllke, Daniela Sellmann-Risse, Annkathrin Wenzel & Norbert Grotjohann
• Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities, Li-Ting Cheng, Thomas J. Smith, Zuway-R. Hong & Huann-shyang Lin

https://www.tandfonline.com/toc/tsed20/current