Works matching IS 18711502 AND DT 2020 AND VI 15 AND IP 4

Results: 16

A swing and a child: how scientific phenomena can come to matter for preschool children's emergent science identities.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 885, doi. 10.1007/s11422-020-09980-w

By:

Günther-Hanssen, Anna

Publication type:

Article

Is science a universal or a culture-specific endeavor? The benefits of having secondary students critically explore this question.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 1097, doi. 10.1007/s11422-020-09975-7

By:

Yacoubian, Hagop A.

Publication type:

Article

Demarcation as a classroom response to creationism: a critical examination of the National Academy of Sciences' Science, Evolution, and Creationism (2008).

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 923, doi. 10.1007/s11422-020-09977-5

By:

Lessl, Thomas M.

Publication type:

Article

Windows and mirrors: three images of the US science curriculum as reflected through Kenya's Jua Kali.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 861, doi. 10.1007/s11422-019-09967-2

By:

Mutegi, Jomo W.;
Momanyi, Lazarus O.

Publication type:

Article

Saudi science teachers' perceptions of the cultural factors influencing elementary students' science learning.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 1143, doi. 10.1007/s11422-019-09960-9

By:

Alghamdi, Amani K. Hamdan;
Malekan, Majid

Publication type:

Article

Constructing inside-ness to physics: how matter comes to matter in physics identity work.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 911, doi. 10.1007/s11422-020-09999-z

By:

Gonsalves, Allison J.

Publication type:

Article

Philosophy in the science classroom: How should biology teachers explain the relationship between science and religion to students?

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 937, doi. 10.1007/s11422-020-09997-1

By:

Woodford, Peter J.

Publication type:

Article

Too much too little: educating just in case?

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 875, doi. 10.1007/s11422-020-09991-7

By:

Achieng, Stella Anne

Publication type:

Article

Postmodern metaphor.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 951, doi. 10.1007/s11422-020-09986-4

By:

Ali-Khan, Carolyne

Publication type:

Article

Indigenous children's connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 955, doi. 10.1007/s11422-020-09982-8

By:

Sedawi, Wisam;
Ben Zvi Assaraf, Orit;
Reiss, Michael J.

Publication type:

Article

Toward a place-based learning progression for haze pollution in the northern region of Thailand.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 991, doi. 10.1007/s11422-020-09981-9

By:

Ladachart, Luecha;
Poothawee, Manus;
Ladachart, Ladapa

Publication type:

Article

Learners' socio-cultural backgrounds and science teaching and learning: a case study of township schools in South Africa.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 1067, doi. 10.1007/s11422-020-09974-8

By:

Mavuru, Lydia;
Ramnarain, Umesh

Publication type:

Article

Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 1121, doi. 10.1007/s11422-020-09973-9

By:

Mkimbili, Selina Thomas;
Ødegaard, Marianne

Publication type:

Article

Correction to: Saudi science teachers' perceptions of the cultural factors influencing elementary students' science learning.

Published in:

2020

By:

Alghamdi, Amani K. Hamdan;
Malekan, Majid

Publication type:

Correction Notice

Hegemonic and counter-hegemonic discourses in science education scholarship from the perspective of post-critical curricular theories.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 1047, doi. 10.1007/s11422-019-09969-0

By:

Rezende, Flavia;
Ostermann, Fernanda

Publication type:

Article

The resurgence of everyday experiences in school science learning activities.

Published in:

Cultural Studies of Science Education, 2020, v. 15, n. 4, p. 1019, doi. 10.1007/s11422-019-09968-1

By:

Kervinen, Anttoni;
Roth, Wolff-Michael;
Juuti, Kalle;
Uitto, Anna

Publication type:

Article