Author:
Vedder-Weiss Dana,Segal Aliza,Shaby Neta
Publisher
Springer International Publishing
Reference60 articles.
1. Archer, L., Dawson, E., Seakins, A., & Wong, B. (2016). Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit. Cultural Studies of Science Education, 11(4), 917–939. https://doi.org/10.1007/s11422-015-9667-7
2. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus how families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290
3. Ardzejewska, K., McMaugh, A., & Coutts, P. (2010). Delivering the primary curriculum: The use of subject specialist and generalist teachers in NSW. Issues in Educational Research, 20(3), 203–219.
4. Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145–179. https://doi.org/10.1080/03057267.2014.937171
5. Avraamidou, L. (2016). Studying science teacher identity. Sense Publishers. https://doi.org/10.1007/978-94-6300-379-7