Πέμπτη 6 Σεπτεμβρίου 2012

Science Education

Science Education


   Vol.96, n°5, 9/2012

 
  • Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science, Joyce M. Alexander, Kathy E. Johnson and Ken Kelley
  • Students' reasoning and decision making about a socioscientific issue: A cross-context comparison, Yeung Chung Lee and Marcus Grace
  • For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson, Leema K. Berland and Katherine L. McNeill
  • Authors' response to “For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson” by Berland and McNeill, Jonathan Osborne and Alexis Patterson
  • Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics, Tamer G. Amin, Fredrik Jeppsson, Jesper Haglund and Helge Strömdahl
  • Understanding needs embodiment: A theory-guided reanalysis of the role of metaphors and analogies in understanding science, Kai Niebert, Sabine Marsch and David F. Treagust
  • Proposing a core set of instructional practices and tools for teachers of science, Mark Windschitl, Jessica Thompson, Melissa Braaten and David Stroupe
  • Teaching the nature of science through scientific errors, Douglas Allchin
  • Misconceptions about “misconceptions”: Preservice secondary science teachers' views on the value and role of student ideas, Douglas Larkin
 http://onlinelibrary.wiley.com/journal/10.1002/%28ISSN%291098-237X

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