Works matching IS 09267220 AND DT 2021 AND VI 30 AND IP 2
Results: 11
List of Reviewers Contributing to Volume 29, 2020.
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- Science & Education, 2021, v. 30, n. 2, p. 205, doi. 10.1007/s11191-021-00204-3
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Science Education and the Pandemic, 1 Year On: Emergence of New Conceptual Tools and Re-calibration of Existing Educational Approaches.
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- Science & Education, 2021, v. 30, n. 2, p. 201, doi. 10.1007/s11191-021-00201-6
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Pre-Service Teachers' Analysis of Claims About COVID-19 in an Online Course.
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- Science & Education, 2021, v. 30, n. 2, p. 235, doi. 10.1007/s11191-020-00181-z
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Beyond Hypothesis Testing: Investigating the Diversity of Scientific Methods in Science Teachers' Understanding.
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- Science & Education, 2021, v. 30, n. 2, p. 345, doi. 10.1007/s11191-020-00185-9
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Students' Views of Nature of Science: A Long-term Study.
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- Science & Education, 2021, v. 30, n. 2, p. 381, doi. 10.1007/s11191-020-00179-7
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Biological Conceptualization of Race: The Unintended Consequence of Korean College Students' Learning of Biology.
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- Science & Education, 2021, v. 30, n. 2, p. 293, doi. 10.1007/s11191-020-00178-8
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Risk Society and Science Education: Lessons from the Covid-19 Pandemic.
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- Science & Education, 2021, v. 30, n. 2, p. 209, doi. 10.1007/s11191-020-00176-w
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Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science.
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- Science & Education, 2021, v. 30, n. 2, p. 267, doi. 10.1007/s11191-020-00175-x
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Measuring Pupils' Attitudes Towards Socioscientific Issues: Development and Validation of a Questionnaire.
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- Science & Education, 2021, v. 30, n. 2, p. 317, doi. 10.1007/s11191-020-00174-y
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Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science: A Case Study from a Chinese High School.
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- Science & Education, 2021, v. 30, n. 2, p. 409, doi. 10.1007/s11191-020-00173-z
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The Presentation of Science Practice in Twenty Historical Cases: A Content Analysis of a Popular Science Book.
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- Science & Education, 2021, v. 30, n. 2, p. 365, doi. 10.1007/s11191-020-00172-0
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