Does the Discussion of Socio‐Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?
Author:
Affiliation:
1. a School of Education , University of Strathclyde , Glasgow, UK
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2010.519804
Reference41 articles.
1. What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments: A Qualitative Analysis
2. Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know
3. Talking Science: The research evidence on the use of small group discussions in science teaching
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