Representation of the views of nature and human-nature relationships in chemistry textbooks: a comparative analysis
Author:
Affiliation:
1. College of Chemistry, Beijing Normal University, Beijing, People’s Republic of China
2. Faculty of Education, University of Macau, Macau, People’s Republic of China
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2024.2364123
Reference77 articles.
1. Abd-El-Khalick, F., Belarmino, J. J., Brunner, J. L., Le, A. P., Myers, J. Y., Summers, R. G., Wahbeh, N., Waight, N., Waters, M., & Zeineddin, A. A. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in US high school chemistry, biology, and physics textbooks. In C McDonald & F Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks (pp. 20–60). Routledge.
2. Environmental chemistry in the twenty-first century
3. Evaluation of school tasks in the light of sustainability education: textbook research in science education in Luxembourgish primary schools
4. Nature to place: Rethinking the environmental connectedness perspective
5. Textbooks and action competence for sustainable development: an analysis of Swedish lower secondary level textbooks in geography and biology
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