Correction to: Expanding the interpretive functions of framing for understanding marginalized students' participation in collaboration and learning.
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- 2022
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- Publication type:
- Correction Notice
Works matching IS 18711502 AND DT 2022 AND VI 17 AND IP 4
Results: 11
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Teaching in a natural history museum: what can we learn from Estonian elementary school teachers?
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1159, doi. 10.1007/s11422-022-10138-z
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- Article
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Formal rules and rules as reasoning-in-action: playing games with reality in science education.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1081, doi. 10.1007/s11422-022-10134-3
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- Article
4
Unveiling the scientists and engineers in the Southern Appalachian community.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1141, doi. 10.1007/s11422-022-10133-4
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- Article
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On the muckiness of science, ethics, and preservice teacher education: contemplating the (im)possibilities of a 'right'-eous stance.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1047, doi. 10.1007/s11422-022-10132-5
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- Article
6
Disagreement as context for science-civic learning: an analysis of discursive resources brought to bear by high school science students.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1115, doi. 10.1007/s11422-022-10128-1
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- Article
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Biology teachers' collaborative experiences: benefits and difficulties in different contexts in relation to perceived value.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1089, doi. 10.1007/s11422-022-10127-2
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- Article
8
Game playing and fluctuations in emotional climate.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1063, doi. 10.1007/s11422-022-10125-4
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- Publication type:
- Article
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The science-ethics nexus: a speculative posthumanist examination of secondary school science.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1013, doi. 10.1007/s11422-021-10089-x
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- Article
10
An effective intervention with a blended learning environment for improving cognitive learning and spiritual meaning.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 991, doi. 10.1007/s11422-021-10083-3
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- Publication type:
- Article
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Forwarding a 'science-ethics nexus' to critique and reorient science education pedagogy toward greater social and ecological justice.
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- Cultural Studies of Science Education, 2022, v. 17, n. 4, p. 1039, doi. 10.1007/s11422-021-10069-1
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- Publication type:
- Article