Πέμπτη, 29 Νοεμβρίου 2012

Journal of Research in Science Teaching (JRST)

Journal of Research in Science Teaching (JRST)


  Vol.49, n°10, décembre 2012

 
  • Pedagogical content knowledge as reflected in teacher–student interactions: Analysis of two video cases, Alicia C. Alonzo, Mareike Kobarg and Tina Seidel
  • Assessment as learning: Enhancing discourse, understanding, and achievement in innovative science curricula, Daniel T. Hickey, Gita Taasoobshirazi and Dionne Cross
  • From the contribution to the action approach: White teachers' experiences influencing the development of multicultural science curricula, Regina L. Suriel and Mary M. Atwater
  • Separating the research question from the laboratory techniques: Advancing high-school biology teachers' ability to ask research questions, Eilat Hasson and Anat Yarden
  • International assessment: A Rasch model and teachers' evaluation of TIMSS science achievement items, Shawn M. Glynn
 http://onlinelibrary.wiley.com/doi/10.1002/tea.v49.10/issuetoc

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