The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom
Author:
Affiliation:
1. Graduate School of Education, University of Exeter, Exeter, UK
2. Faculty of Education, Tanta University, Tanta, Egypt
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2019.1706114
Reference127 articles.
1. Examining the Sources for our Understandings about Science: Enduring conflations and critical issues in research on nature of science in science education
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5. Toward a First Nations cross-cultural science and technology curriculum
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