International Journal of Science Education

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Science teachers’ philosophical assumptions: how well do we understand them?
International Journal of Science Education - Tập 17 Số 3 - Trang 273-283 - 1995
Vasilios Koulaidis, Jon Ogborn
Inequality in Experiences of Physics Education: Secondary School Girls' and Boys' Perceptions of their Physics Education and Intentions to Continue with Physics After the Age of 16
International Journal of Science Education - Tập 35 Số 11 - Trang 1824-1845 - 2013
Tamjid Mujtaba, Michael Reiß
Evaluating media-enhancement and source authority on the internet: the Knowledge Integration Environment
International Journal of Science Education - Tập 22 Số 8 - Trang 859-871 - 2000
Douglas B. Clark, James D. Slotta
Controversial environmental issues: A case study for the professional development of science teachers
International Journal of Science Education - Tập 24 Số 11 - Trang 1191-1200 - 2002
Chris Gayford
Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management
International Journal of Science Education - Tập 24 Số 11 - Trang 1171-1190 - 2002
Maria-Pilar Jime ́nez-Aleixandre
Role of Epistemic Beliefs and Scientific Argumentation in Science Learning
International Journal of Science Education - Tập 30 Số 15 - Trang 1977-1999 - 2008
E. Michael Nussbaum, Gale M. Sinatra, Anne Poliquin
Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology
International Journal of Science Education - Tập 40 Số 18 - Trang 2292-2308 - 2018
Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis
Interventions in education to prevent STEM pipeline leakage
International Journal of Science Education - Tập 41 Số 2 - Trang 150-164 - 2019
Anniek van den Hurk, Martina R.M. Meelissen, Annemarie van Langen
The Nature of Science Education for Enhancing Scientific Literacy
International Journal of Science Education - Tập 29 Số 11 - Trang 1347-1362 - 2007
Jack Holbrook, Miia Rannikmäe
Student teachers’ pedagogical content knowledge for teaching systems thinking: effects of different interventions
International Journal of Science Education - Tập 39 Số 14 - Trang 1932-1951 - 2017
Frank Rosenkränzer, Christian Hörsch, Stephan Schuler, Werner Rieß
Tổng số: 42   
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