A case study of science teachers' goal conflicts arising when integrating engineering into science classes.
- Published in:
- Science Education, 2022, v. 106, n. 1, p. 88, doi. 10.1002/sce.21690
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- Publication type:
- Article
Works matching IS 00368326 AND DT 2022 AND VI 106 AND IP 1
Results: 9
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Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage.
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- Science Education, 2022, v. 106, n. 1, p. 172, doi. 10.1002/sce.21689
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- Publication type:
- Article
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Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers.
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- Science Education, 2022, v. 106, n. 1, p. 57, doi. 10.1002/sce.21688
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- Publication type:
- Article
4
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom.
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- Science Education, 2022, v. 106, n. 1, p. 142, doi. 10.1002/sce.21687
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- Publication type:
- Article
5
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers.
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- Science Education, 2022, v. 106, n. 1, p. 119, doi. 10.1002/sce.21686
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- Publication type:
- Article
6
Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk.
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- Science Education, 2022, v. 106, n. 1, p. 199, doi. 10.1002/sce.21685
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- Publication type:
- Article
7
Telling the energy story: Design and results of a new curriculum for energy in upper elementary school.
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- Science Education, 2022, v. 106, n. 1, p. 27, doi. 10.1002/sce.21684
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- Publication type:
- Article
8
Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students.
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- Science Education, 2022, v. 106, n. 1, p. 3, doi. 10.1002/sce.21683
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- Publication type:
- Article
9
Issue Information.
- Published in:
- Science Education, 2022, v. 106, n. 1, p. 1, doi. 10.1002/sce.21631
- Publication type:
- Article