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Juan Quílez. (2021) Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives. International Journal of Science Education 43:9, pages 1459-1482.
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Sarah J. Carrier & Jill F. Grifenhagen. (2020) Academic Vocabulary Support for Elementary Science Pre-Service Teachers. Journal of Science Teacher Education 31:2, pages 115-133.
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Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
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Alexandra O. Santau, Jaime L. Maerten-Rivera, Stephanie Bovis & Jacob Orend. (2014) A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers’ Science Content Knowledge Within the Context of a Science Methods Course. Journal of Science Teacher Education 25:8, pages 953-976.
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Sandy Watson, Jenny Quintana-Cifuentes, Anne Case-Hanks & Ashley Schulte. The U.S. Landscape of Elementary Teachers’ Science Course Requirements. Journal of Science Teacher Education 0:0, pages 1-20.
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Articles from other publishers (12)
Zeynep Kıryak, Muammer Çalık & Haluk Özmen. (2024) Improving Seventh-grade Students’ Scientific Vocabulary and Communicative Interactions: a Case of the “Cell and Divisions” Subject. International Journal of Science and Mathematics Education.
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Alja Lipavic Oštir & Saša JazbecJanja Majer Kovačič. 2024. Medpredmetno povezovanje in pouk jezikov. Medpredmetno povezovanje in pouk jezikov.
Corinna Mönch & Silvija Markic. (2024) Elements constituting and influencing in-service secondary chemistry teachers’ pedagogical scientific language knowledge. Chemistry Education Research and Practice 25:1, pages 25-41.
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Victoria J. VanUitert, Michael J. Kennedy, Katherine N. Peeples, John Elwood Romig, Hannah M. Mathews & Wendy J. Rodgers. (2022)
Enhancing science performance of m
iddle‐school
students with and without developmental and b
ehavioral‐based
disabilities using the Content Acquisition Podcast Professional Development approach
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Corinna Mönch & Silvija Markic. (2022) Science Teachers’ Pedagogical Scientific Language Knowledge—A Systematic Review. Education Sciences 12:7, pages 497.
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Ahmet SİMSAR, Ithel JONES & Durmuş BURAK. (2022) Preservice early childhood teachers’ science conceptual changes with STEM-based science activities. Journal for the Education of Gifted Young Scientists 10:2, pages 291-312.
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Corinna Mönch & Silvija Markic. (2022) Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge. Education Sciences 12:4, pages 244.
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Rif'at Shafwatul Anam. (2022) Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level. Jurnal Ilmiah Sekolah Dasar 6:1, pages 136-144.
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Emily Hayden, Michelle Eades Baird & Anupma Singh. (2019) Learning the words AND knowing the concepts: an in‐depth study of one expert teacher's use of language as a cultural tool to support inquiry. Literacy 54:1, pages 18-28.
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John Allison & Michaela Vogt. 2020. Examining Ethics in Contemporary Science Education Research. Examining Ethics in Contemporary Science Education Research
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Eunjeong Yun & Yunebae Park. (2013) Research on Science Teacher's Perception of Teaching Science Terminology. Journal of The Korean Association For Research In Science Education 33:7, pages 1343-1353.
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