"The Awe is In the Process": The nature and impact of professional scientists' experiences of awe.
- Published in:
- Science Education, 2021, v. 105, n. 4, p. 681, doi. 10.1002/sce.21625
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- Publication type:
- Article
Works matching IS 0036-8326 AND VI 105 AND IP 4 AND DT 2021
Results: 9
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Pathways of interest and participation: How STEM‐interested youth navigate a learning ecosystem.
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- Science Education, 2021, v. 105, n. 4, p. 628, doi. 10.1002/sce.21621
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- Publication type:
- Article
3
An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience.
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- Science Education, 2021, v. 105, n. 4, p. 743, doi. 10.1002/sce.21624
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- Article
4
How has Science Education changed over the last 100 years? An analysis using natural language processing.
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- Science Education, 2021, v. 105, n. 4, p. 653, doi. 10.1002/sce.21623
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- Publication type:
- Article
5
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement.
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- Science Education, 2021, v. 105, n. 4, p. 776, doi. 10.1002/sce.21622
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- Publication type:
- Article
6
Families' experiments and conversations at an open‐ended exhibit in a science museum: Individual characteristics and the influence of minimal guidance strategies.
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- Science Education, 2021, v. 105, n. 4, p. 707, doi. 10.1002/sce.21620
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- Publication type:
- Article
7
"Talking Science" to "Discourse Strategies": Perspective Shifting from "Knowing" to "Doing" the Language of ScienceDiscourse strategies for science teaching and learning: Research and practice.
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- Science Education, 2021, v. 105, n. 4, p. 814, doi. 10.1002/sce.21619
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- Publication type:
- Article
8
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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- Publication type:
- Article
9
Issue Information.
- Published in:
- Science Education, 2021, v. 105, n. 4, p. 583, doi. 10.1002/sce.21585
- Publication type:
- Article