International Journal of Science Education (IJSE)

 Vol. 44, n°12, 09/2022

 

• Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us, Alfred M. Limbere, Mika Munakata, Emily J. Klein & Monica Taylor
• Teaching science & technology: components of scientific literacy and insight into the steps of research, Mateja Ploj Virtič
• A teaching learning sequence on nanoscience and nanotechnology content at primary school level: evaluation of students’ learning, Giorgos Peikos, Anna Spyrtou, Dimitris Pnevmatikos & Penelope Papadopoulou
• Using the history of plate tectonics to teach the nature of science, Samuel Cornelius Nyarko & David Wyss Rudge
• Depicting science teachers’ concerns regarding the Tanzanian inquiry-based science curriculum, Noel M. Makwinya, David H. McKinnon & Geoffrey W. Lummis
• Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills?, Joevi Jhun A. Idul & Virgencita B. Caro
• Developing prospective primary teachers’ learning-to-learn competence through experimental activities, Hortensia Morón-Monge & Antonio García-Carmona
• A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA, Nani Teig, Ronny Scherer & Rolf Vegar Olsen

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