Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning.
- Published in:
- Science Education, 2021, v. 105, n. 6, p. 1229, doi. 10.1002/sce.21682
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- Publication type:
- Article
Works matching IS 00368326 AND DT 2021 AND VI 105 AND IP 6
Results: 12
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Periodicity and change: Talking about time inside the planetarium dome.
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- Science Education, 2021, v. 105, n. 6, p. 1252, doi. 10.1002/sce.21681
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- Article
3
Leveraging curricular and students' resources to instigate and sustain problematizing.
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- Science Education, 2021, v. 105, n. 6, p. 1315, doi. 10.1002/sce.21680
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- Article
4
Identifying the psychological processes used by male and female students when learning about science technology engineering and mathematics: A linguistic inquiry.
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- Science Education, 2021, v. 105, n. 6, p. 1151, doi. 10.1002/sce.21679
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- Article
5
The potential of "civic science education": Theory, research, practice, and uncertainties.
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- Science Education, 2021, v. 105, n. 6, p. 1053, doi. 10.1002/sce.21678
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- Article
6
"If We Don't Have Diversity, There's No Future to See": High‐school students' perceptions of race and gender representation in STEM.
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- Science Education, 2021, v. 105, n. 6, p. 1076, doi. 10.1002/sce.21677
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- Article
7
The role of collective sensemaking and science curriculum development within a research–practice partnership.
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- Science Education, 2021, v. 105, n. 6, p. 1202, doi. 10.1002/sce.21676
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- Article
8
Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry.
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- Science Education, 2021, v. 105, n. 6, p. 1285, doi. 10.1002/sce.21675
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- Article
9
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study.
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- Science Education, 2021, v. 105, n. 6, p. 1126, doi. 10.1002/sce.21670
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- Article
10
Issue Information.
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- Science Education, 2021, v. 105, n. 6, p. 1051, doi. 10.1002/sce.21587
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- Article
11
Determinants of Black families' access to a community‐based STEM program: A latent class analysis.
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- Science Education, 2021, v. 105, n. 6, p. 1100, doi. 10.1002/sce.21669
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- Article
12
Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school.
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- Science Education, 2021, v. 105, n. 6, p. 1173, doi. 10.1002/sce.21662
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- Publication type:
- Article