Παρασκευή, 16 Μαρτίου 2018

Journal of Research in Science Teaching (JRST)

Journal of Research in Science Teaching (JRST)


  Vol. 55, n°4, 4/2018


  • Teachers' learning to facilitate high-level student thinking: Impact of a video-based professional development, Miray Tekkumru-Kisa, Mary Kay Stein and Ryan Coker
  • Secondary school science teachers' arguments for the particulate nature of matter, Robert Gunnarsson, Björn Hellquist, Helge Strömdahl and Dusan Zelic
  • Adjusting claims as new evidence emerges: Do students incorporate new evidence into their scientific explanations?, Ann M. Novak and David F. Treagust
  • The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates, Osman Aksit, Karen S. McNeal, Anne U. Gold, Julie C. Libarkin and Sara Harris
  • Positioning as not-understanding: The value of showing uncertainty for engaging in science, Jessica Watkins, David Hammer, Jennifer Radoff, Lama Z. Jaber and Anna M. Phillips
  • Students' environmental NOS views, compassion, intent, and action: Impact of place-based socioscientific issues instruction, Benjamin C. Herman



http://onlinelibrary.wiley.com/doi/10.1002/tea.v55.4/issuetoc?campaign=woletoc
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