Contemporary Scientists and their Interactions with Non-Scientists: Alternative Companion Stories for School Curricula
Author:
Funder
Australian Research Council
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/content/pdf/10.1007/s11165-018-9765-0.pdf
Reference43 articles.
1. ACARA. (n.d.). The Australian curriculum: science—structure v8.3. Retrieved from http://www.australiancurriculum.edu.au/science/structure .
2. Allchin, D. (2003). Scientific myth-conceptions. Science Education, 87(3), 329–351. https://doi.org/10.1002/sce.10055 .
3. Barton, A. C., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871–889. https://doi.org/10.1002/1098-2736(200010)37:8<871::AID-TEA7>3.0.CO;2-9 .
4. Bencze, L., & Carter, L. (2011). Globalizing students acting for the common good. Journal of Research in Science Teaching, 48(6), 648–669. https://doi.org/10.1002/tea.20419 .
5. Besley, J. C., Dudo, A., & Storksdieck, M. (2015). Scientists’ views about communication training. Journal of Research in Science Teaching, 52(2), 199–220. https://doi.org/10.1002/tea.21186
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