Transforming energy instruction in middle school to support integrated understanding and future learning.
- Published in:
- Science Education, 2011, v. 95, n. 4, p. 670, doi. 10.1002/sce.20423
- By:
- Publication type:
- Article
Works matching IS 00368326 AND DT 2011 AND VI 95 AND IP 4
Results: 10
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Do haptic representations help complex molecular learning?
- Published in:
- Science Education, 2011, v. 95, n. 4, p. 700, doi. 10.1002/sce.20439
- By:
- Publication type:
- Article
3
Sources of efficacy information in an inservice program for elementary teachers.
- Published in:
- Science Education, 2011, v. 95, n. 4, p. 577, doi. 10.1002/sce.20434
- By:
- Publication type:
- Article
4
Scientific argument and explanation: A necessary distinction?
- Published in:
- Science Education, 2011, v. 95, n. 4, p. 627, doi. 10.1002/sce.20438
- By:
- Publication type:
- Article
5
Working toward a stronger conceptualization of scientific explanation for science education.
- Published in:
- 2011
- By:
- Publication type:
- Essay
6
Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher.
- Published in:
- 2011
- By:
- Publication type:
- Case Study
7
The hardest questions aren't on tests: Lessons from an innovative urban school.
- Published in:
- 2011
- By:
- Publication type:
- Book Review
8
Genetics of original sin: The impact of natural selection on the future of humanity.
- Published in:
- 2011
- By:
- Publication type:
- Book Review
9
Currents in STSE education: Mapping a complex field, 40 years on.
- Published in:
- Science Education, 2011, v. 95, n. 4, p. 601, doi. 10.1002/sce.20435
- By:
- Publication type:
- Article
10
Explanatory parent-child conversation predominates at an evolution exhibit.
- Published in:
- Science Education, 2011, v. 95, n. 4, p. 720, doi. 10.1002/sce.20433
- By:
- Publication type:
- Article