The importance of socio-cultural context for understanding students’ meaning making in the study of genetics.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 211, doi. 10.1007/s11422-008-9158-1
- By:
- Publication type:
- Article
Works matching IS 18711502 AND DT 2009 AND VI 4 AND IP 1
Results: 16
1
2
Situating cognitive/socio-cognitive approaches to student learning in genetics.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 193, doi. 10.1007/s11422-008-9157-2
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- Publication type:
- Article
3
Reconsidering conceptual change from a socio-cultural perspective: analyzing students’ meaning making in genetics in collaborative learning activities.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 157, doi. 10.1007/s11422-008-9161-6
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- Publication type:
- Article
4
Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 221, doi. 10.1007/s11422-008-9159-0
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- Publication type:
- Article
5
Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 201, doi. 10.1007/s11422-008-9160-7
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- Publication type:
- Article
6
“Who polluted the Potomac?” The translation and implementation of a US environmental story in Brazilian and Turkish classrooms.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 89, doi. 10.1007/s11422-008-9103-3
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- Publication type:
- Article
7
Curriculum translation and environmental education: considering issues of discursive intentionality, interpretation, and validity.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 149, doi. 10.1007/s11422-008-9104-2
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- Publication type:
- Article
8
Committing treason to oneself: neglecting the effectiveness of translated activities in science and environmental education.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 133, doi. 10.1007/s11422-008-9105-1
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- Publication type:
- Article
9
Adaptation of instructional materials: a commentary on the research on adaptations of Who Polluted the Potomac.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 141, doi. 10.1007/s11422-008-9106-0
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- Publication type:
- Article
10
Youth voices: connections between history, enacted culture and identity in a digital divide initiative.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 13, doi. 10.1007/s11422-008-9108-y
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- Publication type:
- Article
11
Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 67, doi. 10.1007/s11422-008-9136-7
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- Publication type:
- Article
12
In the shadow of whiteness: (re)exploring connections between history, enacted culture, and identity in a digital divide initiative.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 41, doi. 10.1007/s11422-008-9137-6
- By:
- Publication type:
- Article
13
Accessing resources for identity development by urban students and teachers: foregrounding context.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 51, doi. 10.1007/s11422-008-9139-4
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- Publication type:
- Article
14
Emergent fields through adaptation and identity: overcoming social distance.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 77, doi. 10.1007/s11422-008-9146-5
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- Publication type:
- Article
15
Urban science classrooms and new possibilities: on intersubjectivity and grammar in the third space.
- Published in:
- Cultural Studies of Science Education, 2009, v. 4, n. 1, p. 239, doi. 10.1007/s11422-008-9162-5
- By:
- Publication type:
- Article
16
Specifying the ethnomethodological “what more?”.
- Published in:
- 2009
- By:
- Publication type:
- Editorial