Starting the Third Decade: Reaching Further and Deeper
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s42330-021-00144-8.pdf
Reference14 articles.
1. Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504-525.
2. Bayage, A., Bossé, M.J., Sevier, J., Fountain, C., Williams, D., Bosire, S., & Blignaut, S. (2021). University Faculty Opinions on Preservice Teachers’ Technological Readiness. Canadian Journal for Science, Mathematics, and Technology Education, 21(1). https://doi.org/10.1007/s42330-021-00138-6
3. Guedj, M., & Urgelli, B. (2021). L’interface éducation formelle et non formelle: un chantier en partage pour l’éducation scientifique. Canadian Journal for Science, Mathematics, and Technology Education, 21(1). https://doi.org/10.1007/s42330-020-00126-2
4. Kahraman, S. (2021). The effects of blog-based learning on pre-service science teachers’ Internet self efficacy and understanding of atmosphere-related environmental issues. Canadian Journal for Science, Mathematics, and Technology Education, 21(1). https://doi.org/10.1007/s42330-021-00137-7
5. Kurup, P., Levinson, R., & Li, X. (2021). Informed-decision regarding global warming and climate change among high school students in the United Kingdom. Canadian Journal for Science, Mathematics, and Technology Education, 21(1). https://doi.org/10.1007/s42330-020-00123-5
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