Κυριακή, 25 Ιουνίου 2017

International Journal of Science Education (IJSE)

International Journal of Science Education (IJSE)


  Vol. 39, n°7, 5/2017


  • The effects of different types of text and individual differences on view complexity about genetically modified organisms, Daniel L. Dinsmore, Brian P. Zoellner, Meghan M. Parkinson, Anthony M. Rossi, Mary J. Monk & Jenelle Vinnachi
  • When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams, Eric Kuo http://orcid.org/0000-0001-5292-6188, Nicole R. Hallinen & Luke D. Conlin
  • Analysing teachers' operations when teaching students: what constitutes scientific theories?, Mona O. Holmqvist 
  • The role of involvement and emotional well-being for preschool children’s scientific observation competency in biology, Janina Klemm & Birgit J. Neuhaus
  • Scaffolding for argumentation in hypothetical and theoretical biology concepts, Wan-Yun Weng, Yu-Ren Lin & Hsiao-Ching She
  • Students’ motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan, Cheng-Lung Wang & Pey-Yan Liou
  • A review and evaluation of the internal structure and consistency of the Approaches to Teaching Inventory, Jordan Harshman & Marilyne Stains
  • What do science teachers think about developing scientific competences through context-based teaching? A case study
    Teresa Lupión-Cobos, Rafael López-Castilla & Ángel Blanco-López
  • Prompting students to make socioscientific decisions: embedding metacognitive guidance in an e-learning environment, Ying-Shao Hsu & Shu-Sheng Lin


http://www.tandfonline.com/toc/tsed20/39/7

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