International Journal of Science Education (IJSE)

International Journal of Science Education (IJSE)

 Vol.38, n°11, 7/2016

• Effects of explicit and implicit prompts on students’ inquiry practices in computer-supported learning environments in high school earth science, Su-Chi Fang, Ying-Shao Hsu & Wei Hsiu Hsu
• A teaching–learning sequence on a socio-scientific issue: analysis and evaluation of its implementation in the classroom, Ángel Vázquez-Alonso, Abdiel Aponte, María-Antonia Manassero-Mas & Marisa Montesan
• Written justifications to multiple-choice concept questions during active learning in class, Milo D. Koretsky, Bill J. Brooks & Adam Z. Higgins
  Analysing student written solutions to investigate if problem-solving processes are evident throughout, Regina Kelly, Eilish McLoughlin & Odilla E. Finlayson
• Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model, Kelly E. Matthews, Peter Adams & Merrilyn Goos
• Instructional support and implementation structure during elementary teachers’ science education simulation use, Amanda L. Gonczi, Jennifer L. Chiu, Jennifer L. Maeng & Randy L. Bell
• Student performance on argumentation task in the Swedish National Assessment in science, Anders Jönsson
• Balancing the pros and cons of GMOs: socio-scientific argumentation in pre-service teacher education, Ayaan Cinici

http://www.tandfonline.com/toc/tsed20/38/11