Τετάρτη, 29 Φεβρουαρίου 2012

Science Education

Science Education

Vol. 96, n°2, mars 2012


“It should at least seem scientific!” Textual features of “scientificness” and their impact on lay assessments of online information, Eva Thomm and Rainer Bromme
Risk-based decision making in a scientific issue: A study of teachers discussing a dilemma through a microworld, Ralph Levinson, Phillip Kent, David Pratt, Ramesh Kapadia and Cristina Yogui
Gender segregation of adolescent science career plans in 50 countries, Joanna Sikora and Artur Pokropek
Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge, Andrew Falk
Authoritarian science curriculum standards as barriers to teaching and learning: An interpretation of personal experience, Carolyn S. Wallace
“Doing science” through discourse-in-interaction: Young children's science investigations at the early childhood level, Christina Siry, Gudrun Ziegler and Charles Max
The process of change in a science teacher's professional development: A case study based on the types of problems in the classroom, Bartolomé Vázquez-Bernal, Vicente Mellado, Roque Jiménez-Pérez and M. Carmen Taboada Leñero
Value-added measures in education: What every educator needs to know, Gavin W. Fulmer
Unsimple truths: Science, complexity, and policy, Michael P. Clough

http://onlinelibrary.wiley.com/doi/10.1002/sce.v96.2/issuetoc

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