Παρασκευή, 13 Οκτωβρίου 2017

International Journal of Science Education (IJSE)

International Journal of Science Education (IJSE)


 Vol. 39, n°13, 9/2017


  • Teacher perspectives on specialisation in the elementary classroom: implications for science instruction, Susan Poland , Amanda Colburn & David E. Long
  • The development of elementary teacher identities as teachers of science, Sarah J. Carrier, Ashley N. Whitehead, Temple A. Walkowiak, Sarah C. Luginbuhl & Margareta M. Thomson
  • An analysis of the questions proposed by elementary pre-service teachers when designing experimental activities as inquiry, Marta Cruz-Guzmán , Antonio García-Carmona & Ana M. Criado
  • Exploring science teachers’ perceptions of experimentation: implications for restructuring school practical work, Bing Wei & Xiaoxiao Li
  • Generative mechanistic explanation building in undergraduate molecular and cellular biology, Katelyn M. Southard, Melissa R. Espindola, Samantha D. Zaepfel & Molly S. Bolger
  • When ‘we wish they knew’ meets ‘I want to know’, P. Sean Smith, Jennifer A. Torsiglieri, R. Keith Esch & Joan D. Pasley
  • The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study, Giulia Tasquier & Francesca Pongiglione



http://www.tandfonline.com/toc/tsed20/39/13
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