Works matching IS 0157244X AND DT 2022 AND VI 52 AND IP 1

Results: 36

The Future Curriculum for School Science: What Can Be Learnt from the Past?

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 81, doi. 10.1007/s11165-022-10090-6

By:

Fensham, Peter J.

Publication type:

Article

In Search of a More Inclusive and Relevant School Science Curriculum.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 57, doi. 10.1007/s11165-022-10089-z

By:

Treagust, David F.

Publication type:

Article

Queensland's Science Curriculum: Still Learning from the Past.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 47, doi. 10.1007/s11165-022-10088-0

By:

Clark, Theo

Publication type:

Article

Progression in School Science Curriculum: a Rational Prospect or a Chimera?

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 65, doi. 10.1007/s11165-022-10092-4

By:

Fensham, Peter J.

Publication type:

Article

Science Education in Early Childhood Education—Are We Approaching a Cure for the State of Chronic Illness?

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 37, doi. 10.1007/s11165-022-10087-1

By:

Guarrella, Cristina;
van Driel, Jan;
Cohrssen, Caroline

Publication type:

Article

On Peter Fensham.

Published in:

2022

By:

Smith, Richard;
Paige, Kathryn;
Lloyd, David

Publication type:

Obituary

Reflections on the Social Content of Science Education Materials.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 73, doi. 10.1007/s11165-022-10091-5

By:

Fensham, Peter J.

Publication type:

Article

Memorial Tribute for Professor Peter Fensham.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 29, doi. 10.1007/s11165-022-10084-4

By:

Clark, Theo

Publication type:

Article

A Personal Reflection from a Former QUT Academic who knew Peter when she was a Doctoral Student at QUT.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 31, doi. 10.1007/s11165-022-10085-3

By:

King, Donna

Publication type:

Article

Peter Fensham: a Man of Humility: Some Personal Recollections.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 27, doi. 10.1007/s11165-022-10083-5

By:

Skamp, Keith

Publication type:

Article

Peter Fensham—the Great Synthesizer and Facilitator: a Few Thoughts from a Personal Perspective.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 23, doi. 10.1007/s11165-022-10082-6

By:

Arzi, Hanna J.

Publication type:

Article

Peter Fensham: a Personal Memorial.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 21, doi. 10.1007/s11165-022-10081-7

By:

Rennie, Léonie J.

Publication type:

Article

Peter Fensham—Remarkable Colleague and Friend for 49 Years.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 15, doi. 10.1007/s11165-022-10080-8

By:

Gunstone, Richard

Publication type:

Article

The Contributions of Peter Fensham to ASERA, Research in Science Education, and the Advancement of Science Education and Research.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 3, doi. 10.1007/s11165-022-10079-1

By:

Gunstone, Richard;
Rennie, Léonie;
Cooper, Rebecca

Publication type:

Article

Introduction to This Special Issue: Tribute to the Memory of the Late Professor Peter Fensham.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 1, doi. 10.1007/s11165-022-10078-2

By:

Nichols, Kim;
Nielsen, Wendy

Publication type:

Article

Correction to: The Hourglass Approach: Analysing Science Classroom Discursive Interactions Through Intercontextual Lens.

Published in:

2022

By:

Franco, Luiz Gustavo;
Munford, Danusa

Publication type:

Correction Notice

Expanding the Languages of Science and How They Are Learnt.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 379, doi. 10.1007/s11165-020-09952-8

By:

Tytler, Russell;
Prain, Vaughan;
Hannigan, Shelley

Publication type:

Article

Teaching Electromagnetism for the First Time: a Case Study of Pre-service Science Teachers' Enacted Pedagogical Content Knowledge.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 357, doi. 10.1007/s11165-020-09948-4

By:

Coetzee, Coréne;
Rollnick, Marissa;
Gaigher, Estelle

Publication type:

Article

Science Education Success in a Rural Australian School: Practices and Arrangements Contributing to High Senior Science Enrolments and Achievement in an Isolated Rural School.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 325, doi. 10.1007/s11165-020-09947-5

By:

Murphy, Steve

Publication type:

Article

Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 339, doi. 10.1007/s11165-020-09946-6

By:

Kang, Jingoo

Publication type:

Article

Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 191, doi. 10.1007/s11165-020-09937-7

By:

Knight, Simon;
Thompson, Kate

Publication type:

Article

A Practice-Based Approach to Learning Nature of Science through Socioscientific Issues.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 259, doi. 10.1007/s11165-020-09942-w

By:

Leung, Jessica Shuk Ching

Publication type:

Article

Science-Religion Dialogue in Education: Religion Teachers' Perceptions in a Roman-Catholic Context.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 287, doi. 10.1007/s11165-020-09941-x

By:

Paiva, João Carlos;
Rosa, Miriam;
Moreira, João Ricardo;
Morais, Carla;
Moreira, Luciano

Publication type:

Article

A New Way to Explore the Nature of Science: Meta-categories Rather Than Lists.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 239, doi. 10.1007/s11165-020-09940-y

By:

Romero-Maltrana, Diego;
Duarte, Sergio

Publication type:

Article

Drama-Based Activities for STEM Education: Encouraging Scientific Aspirations and Debunking Stereotypes in Secondary School Students in Spain and the UK.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 173, doi. 10.1007/s11165-020-09939-5

By:

Villanueva Baselga, Sergio;
Marimon Garrido, Oriol;
González Burón, Helena

Publication type:

Article

A Comparison of Short and Long Einsteinian Physics Intervention Programmes in Middle School.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 305, doi. 10.1007/s11165-020-09944-8

By:

Choudhary, Rahul;
Foppoli, Alexander;
Kaur, Tejinder;
Blair, David;
Burman, Ron;
Zadnik, Marjan

Publication type:

Article

Secondary Science Teachers' Definition and Use of Data in Their Teaching Practice.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 159, doi. 10.1007/s11165-020-09936-8

By:

Boesdorfer, Sarah B.;
Del Carlo, Dawn I.;
Wayson, Jessica

Publication type:

Article

Research in Science Education (RISE): A Review (and Story) of Research in RISE Articles (1994–2018).

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 205, doi. 10.1007/s11165-020-09934-w

By:

Skamp, Keith

Publication type:

Article

Development and Validation of an Instrument to Measure High School Students' Science Identity in Science Learning.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 111, doi. 10.1007/s11165-020-09932-y

By:

Chen, Sitong;
Wei, Bing

Publication type:

Article

Scaffolding Children's Production of Representations Along the Three Years of ECE: a Longitudinal Study.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 127, doi. 10.1007/s11165-020-09931-z

By:

Monteira, Sabela F.;
Jiménez-Aleixandre, María Pilar;
Siry, Christina

Publication type:

Article

Dealing with Socio-Scientific Issues in Science Exhibition: a Literature Review.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 99, doi. 10.1007/s11165-020-09930-0

By:

Yun, Ayon;
Shi, Chungkon;
Jun, Bong Gwan

Publication type:

Article

Investigating the Effect of NOS Question Type on Students' NOS Responses.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 61, doi. 10.1007/s11165-020-09923-z

By:

Kruse, Jerrid;
Kent-Schneider, Isaiah;
Voss, Sarah;
Zacharski, Kinsey;
Rockefeller, Molly

Publication type:

Article

Young Students' Reasoning About Ecosystems: the Role of Systems Thinking, Knowledge, Conceptions, and Representation.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 79, doi. 10.1007/s11165-020-09917-x

By:

Mambrey, Sophia;
Schreiber, Nico;
Schmiemann, Philipp

Publication type:

Article

Implementation of Engineering Design Process in the K-12 Science Classrooms: Trends and Issues.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 21, doi. 10.1007/s11165-019-09912-x

By:

Arık, Merve;
Topçu, Mustafa Sami

Publication type:

Article

Social Media Interaction as Informal Science Learning: a Comparison of Message Design in Two Niches.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 1, doi. 10.1007/s11165-019-09911-y

By:

Lundgren, Lisa;
Crippen, Kent J.;
Bex II, Richard T.

Publication type:

Article

How Parents Engaged and Inspired Their Young Children to Learn Science in the Later Years: A Story of 11 Immigrant Parents in Australia.

Published in:

Research in Science Education, 2022, v. 52, n. 1, p. 45, doi. 10.1007/s11165-020-09919-9

By:

Kewalramani, Sarika;
Phillipson, Sivanes;
Belford, Nish

Publication type:

Article