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THE RELATIONSHIP BETWEEN ENVIRONMENTAL FREE-CHOICE LEARNING AND STUDENTS’ LEARNING, ATTITUDES, AND POLICY VIEWS ABOUT WATERWAYS.
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- International Journal of Science & Mathematics Education, 2013, v. 11, n. 6, p. 1327, doi. 10.1007/s10763-012-9379-3
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- Article
Students' environmental NOS views, compassion, intent, and action: Impact of place‐based socioscientific issues instruction.
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- Journal of Research in Science Teaching, 2018, v. 55, n. 4, p. 600, doi. 10.1002/tea.21433
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- Article
Cross-cultural epistemological orientations to socioscientific issues.
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- Journal of Research in Science Teaching, 2013, v. 50, n. 3, p. 251, doi. 10.1002/tea.21077
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- Article
Promoting Young Learners' NOS Views Through Place-Based SSI Instruction.
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- Science & Education, 2023, v. 32, n. 4, p. 947, doi. 10.1007/s11191-022-00353-z
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- Article
Socioscientific Issues Thinking and Action in the Midst of Science-in-the-Making.
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- Science & Education, 2022, v. 31, n. 5, p. 1105, doi. 10.1007/s11191-021-00306-y
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- Article
Exploring the Complexity of Students' Scientific Explanations and Associated Nature of Science Views Within a Place-Based Socioscientific Issue Context.
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- Science & Education, 2019, v. 28, n. 3-5, p. 329, doi. 10.1007/s11191-019-00034-4
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- Article
Students' Emotive Reasoning Through Place-Based Environmental Socioscientific Issues.
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- Research in Science Education, 2020, v. 50, n. 5, p. 2081, doi. 10.1007/s11165-018-9764-1
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- Article
The Role of Informal Support Networks in Teaching the Nature of Science.
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- Research in Science Education, 2019, v. 49, n. 1, p. 191, doi. 10.1007/s11165-016-9610-2
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- Article
Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations.
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- Science Education, 2021, v. 105, n. 4, p. 585, doi. 10.1002/sce.21618
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- Article
The Influence of Global Warming Science Views and Sociocultural Factors on Willingness to Mitigate Global Warming.
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- Science Education, 2015, v. 99, n. 1, p. 1, doi. 10.1002/sce.21136
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- Article
Teachers' Nature of Science Implementation Practices 2-5 Years After Having Completed an Intensive Science Education Program.
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- Science Education, 2013, v. 97, n. 2, p. 271, doi. 10.1002/sce.21048
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- Article