Classroom Animals Provide More Than Just Science Education

Author:

Herbert SandraORCID,Lynch Julianne

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference44 articles.

1. Akerlind, G. (2005a). Ways of experiencing being a university researcher. In J. A. Bowden & P. Green (Eds.), Doing developmental phenomenography (pp. 145–155). Melbourne: RMIT University Press.

2. Akerlind, G. (2005b). Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24(4), 321–334.

3. Akerlind, G., Bowden, J., & Green, P. (2005). Learning to do phenomenography: a reflective discussion. In J. A. Bowden & P. Green (Eds.), Doing developmental phenomenography (pp. 74–100). Melbourne: RMIT University Press.

4. Alsop, S. (2002). Unweaving time and food chains: two classroom exercises in scientific and emotional literacy. Canadian Journal of Science, Mathematics, and Technology Education, 2(4), 435–448.

5. Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12.

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