Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors-Reference-Cited by-同舟云学术

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Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors

Published:2021-07-28 Issue:3 Volume:21 Page:501-517
ISSN:1492-6156
Container-title:Canadian Journal of Science, Mathematics and Technology Education
language:en
Short-container-title:Can. J. Sci. Math. Techn. Educ.

Author:

Kim Mijung^ORCID,Wagner David,Jin Qingna

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s42330-021-00157-3.pdf

Reference67 articles.

1. Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087–2107.

2. Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835–855.

3. Adelabu, D. H. (2008). Future time perspective, hope, and ethnic identity among African American adolescents. Urban Education, 43(3), 347–360.

4. Altbach, P. G. (1991). The unchanging variable: Textbooks in comparative perspective. In P. G.

5. Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.

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