Emotions and emotional energy in the science classroom: a discussion of measurement.
- Published in:
- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 307, doi. 10.1007/s11422-019-09929-8
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- Article
Works matching IS 18711502 AND DT 2020 AND VI 15 AND IP 1
Results: 18
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Beads and beadwork as cultural artifacts used in mediating learners' agentic constructs in science classrooms: a case for place-based learning.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 193, doi. 10.1007/s11422-019-09911-4
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- Article
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Cogenerative dialogues, emotional conflicts and polyvagal theory: links to science learning.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 111, doi. 10.1007/s11422-019-09952-9
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- Article
4
Using cogenerative dialogue to address heightened emotions with difficult students.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 99, doi. 10.1007/s11422-019-09948-5
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- Article
5
Semiotic work in the science classroom.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 71, doi. 10.1007/s11422-019-09957-4
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- Article
6
Border crossing through translanguaging.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 27, doi. 10.1007/s11422-019-09950-x
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- Article
7
Bringing a dialogue between Buddhist multilogicality and evolutionary science into the science classroom.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 143, doi. 10.1007/s11422-019-09930-1
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- Article
8
'What's in a name? The power of the English language in secondary school science education'.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 287, doi. 10.1007/s11422-019-09941-y
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9
The continuity of learning in a translanguaging science classroom.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 1, doi. 10.1007/s11422-019-09933-y
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- Article
10
A critical review of Integrating Ubunifu, informal science, and community innovations in science classrooms in East Africa.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 303, doi. 10.1007/s11422-019-09935-w
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- Article
11
Critical care of creationism.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 157, doi. 10.1007/s11422-019-09928-9
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- Article
12
A cultural-historical perspective on the multimodal development of concepts in science lectures.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 31, doi. 10.1007/s11422-019-09910-5
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- Article
13
"It's the magic circle"! using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 75, doi. 10.1007/s11422-018-9906-9
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- Article
14
Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 241, doi. 10.1007/s11422-018-9905-x
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15
When "scary" science "just feels wrong": how the facts in a masculine fact-based debate couldn't stop science students' feminine feelings.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 265, doi. 10.1007/s11422-018-9904-y
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16
The co-existence of cultural and school science models in indigenous Mexican teachers: the mixing colors case.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 211, doi. 10.1007/s11422-018-9901-1
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- Article
17
In search of a better means of increasing student receptivity to science: a look at American Buddhists and their disproportionately high acceptance of the theory of evolution.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 121, doi. 10.1007/s11422-018-9895-8
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18
Deep teaching in a college STEM classroom.
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- Cultural Studies of Science Education, 2020, v. 15, n. 1, p. 169, doi. 10.1007/s11422-018-9891-z
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- Article