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