Τετάρτη, 28 Οκτωβρίου 2009

Science Education

Science Education

Vol.93, n°6, novembre 2009

* Rethinking trends in minority participation in the sciencesThe opinions expressed here are our own and do not reflect the positions or policy of the National Institutes of Health, James L. Lewis, Holly Menzies, Edgar I. Nájera, Reba N. Page
* Conceptions of knowledge in research on students understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowingThis article was written while the third author was a Finland Distinguished Professor at the Centre for Learning Research, University of Turku, Turku, Finland, Anders Jakobsson, Åsa Mäkitalo, Roger Säljö
* Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory CHAT perspective, Yavuz Saka, Sherry A. Southerland, Jeffrey S. Brooks
* Beyond explanations: What else do students need to understand science, Karim M Hamza, PerOlof Wickman
* High school science teachers views of standards and accountability, Lisa A. Donnelly, Troy D. Sadler
* The link between policy and practice in science education: The role of researchAn earlier version of the paper was delivered as a keynote address at the 2008 annual meeting of the National Association of Research in Science Teaching, titled “The Link Between Policy and Practice in Science Education: Where Does Research Fit In”, Peter J. Fensham
* Finding their way on: Career decisionmaking processes of urban science teachers, Carol R. Rinke
* Academic preparation in biology and advocacy for teaching evolution: Biology versus nonbiology teachers, Ross H. Nehm, Sun Young Kim, Keith Sheppard
* Applying cognitive science to education: Thinking and learning in scientific and other complex domains, Martin Lee
* Digital technologies and the museum experience: Handheld guides and other media, Leslie J. Atkins

http://www3.interscience.wiley.com/journal/32122/home?CRETRY=1&SRETRY=0

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