Science Education

Science Education

  Vol. 96, n°4, juillet 2012

• Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction, Rosemary S. Russ, Victor R. Lee and Bruce L. Sherin
• Optimization as a reasoning strategy for dealing with socioscientific decision-making situations, Nicos Papadouris
• Navigating the language demands of an inquiry-based science performance assessment: Classroom challenges and opportunities for English learners, Edward G. Lyon, George C. Bunch and Jerome M. Shaw
• The implicit communication of nature of science and epistemology during inquiry discussion, Alandeom W. Oliveira, Valarie L. Akerson, Huseyin Colak, Khemmawadee Pongsanon and Abdulkadir Genel
• A series of misrepresentations: A response to Allchin's whole approach to assessing nature of science understandings, Reneé S. Schwartz, Norman G. Lederman and Fouad Abd-el-Khalick
• Toward clarity on Whole Science and KNOWS, Douglas Allchin
• Seeding evolutionary thinking by engaging children in modeling its foundations, Richard Lehrer and Leona Schauble
• Young children's analogical reasoning in science domains, Jesper Haglund, Fredrik Jeppsson and Johanna Andersson