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Collective pedagogical content knowledge for teaching sustainable development.
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- International Journal of Science & Mathematics Education, 2024, v. 22, n. 6, p. 1197, doi. 10.1007/s10763-023-10421-7
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- Article
Capturing and Developing Teachers' Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection.
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- Research in Science Education, 2024, v. 54, n. 3, p. 393, doi. 10.1007/s11165-023-10149-y
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- Article
Teachers' Considerations for a Digitalised Learning Context of Preschool Science.
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- Research in Science Education, 2024, v. 54, n. 3, p. 499, doi. 10.1007/s11165-023-10150-5
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- Article
Modeling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts.
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- Science Education International, 2022, v. 33, n. 2, p. 181, doi. 10.33828/sei.v33.i2.6
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- Article
A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice.
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- International Journal of Web-Based Learning & Teaching Technologies, 2019, v. 14, n. 3, p. N.PAG, doi. 10.4018/IJWLTT.2019070104
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- Article
Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning.
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- Research in Science Education, 2017, v. 47, n. 5, p. 1055, doi. 10.1007/s11165-016-9540-z
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- Article
Popular Science Writing to Support Students' Learning of Science and Scientific Literacy.
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- Research in Science Education, 2016, v. 46, n. 3, p. 439, doi. 10.1007/s11165-015-9465-y
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- Article
How Will We Understand What We Teach? - Primary Student Teachers' Perceptions of their Development of Knowledge and Attitudes Towards Physics.
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- Research in Science Education, 2011, v. 41, n. 4, p. 541, doi. 10.1007/s11165-010-9179-0
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- Article