In Search of a More Inclusive and Relevant School Science Curriculum
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-022-10089-z.pdf
Reference45 articles.
1. Abrahams, I. (2017). Minds-on practical work for effective science learning. In K. S. Taber, & B. Akpan (Eds.), Science education: An international course companion (pp. 403–413). Brill.
2. Archila, P. A. (2017). Using drama to promote argumentation in science education. Science & Education, 26, 345–375. https://doi.org/10.1007/s11191-017-9901-7
3. Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667–1686. https://doi.org/10.1080/09500693.2012.680618http://www.tandfonline.com/doi/abs/
4. Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: Defending and extending “scienceincontext”. Cultural Studies of Science Education, 15, 825–851. https://doi.org/10.1007/s11422-019-09962-7
5. Bennett, J., & Lubben, F. (2006). Context-based chemistry: The Salters approach. International Journal of Science Education, 28(9), 999–1015. https://doi.org/10.1080/09500690600702496
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