Imagery, intuition and imagination in quantum physics education.
- Published in:
- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 227, doi. 10.1007/s11422-018-9864-2
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- Article
Works matching IS 18711502 AND DT 2018 AND VI 13 AND IP 1
Results: 17
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Composing new understandings of sustainability in the Anthropocene.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 299, doi. 10.1007/s11422-017-9829-x
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- Article
3
Reconfiguring the optics of the critical gaze in science education (after the critique of critique): (re)thinking “what counts” through Foucaultian prismatics.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 185, doi. 10.1007/s11422-016-9799-4
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- Article
4
Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive <italic>Bildung</italic>.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 147, doi. 10.1007/s11422-016-9802-0
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- Article
5
Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 267, doi. 10.1007/s11422-016-9786-9
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- Article
6
Knowledge and power in the technology classroom: a framework for studying teachers and students in action.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 163, doi. 10.1007/s11422-016-9782-0
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- Article
7
Silencing of voices in a Swedish science classroom.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 21, doi. 10.1007/s11422-016-9741-9
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- Article
8
Reforms in pedagogy and the Confucian tradition: looking below the surface.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 133, doi. 10.1007/s11422-016-9795-8
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- Article
9
Engaging plant anatomy and local knowledge on the buriti palm (<italic>Mauritia flexuosa</italic> L.f.: Arecaceae): the microscopic world meets the golden grass artisan’s perspective.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 253, doi. 10.1007/s11422-016-9785-x
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- Article
10
Investigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 235, doi. 10.1007/s11422-016-9784-y
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11
Whose interests and under whose control?: Interest convergence in science-focused school-community collaborations.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 85, doi. 10.1007/s11422-016-9776-y
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- Article
12
Advancing alternate tools: why science education needs CRP and CRT.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 93, doi. 10.1007/s11422-016-9775-z
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13
Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 59, doi. 10.1007/s11422-016-9773-1
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14
Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 101, doi. 10.1007/s11422-016-9762-4
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15
“Shut up and calculate”: the available discursive positions in quantum physics courses.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 205, doi. 10.1007/s11422-016-9742-8
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- Article
16
Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 31, doi. 10.1007/s11422-016-9738-4
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17
Student explanations of their science teachers’ assessments, grading practices and how they learn science.
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- Cultural Studies of Science Education, 2018, v. 13, n. 1, p. 1, doi. 10.1007/s11422-016-9740-x
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- Article