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Citations (9)
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Jonas Hallström & Johanna Frejd. (2023) University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19. Journal of Science Teacher Education 34:8, pages 841-860.
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Johanna Frejd, Karin Stolpe, Magnus Hultén & Konrad J. Schönborn. (2022) Making a fictitious animal: 6-7 year-old Swedish children’s meaning making about evolution during a modelling task. Journal of Biological Education 56:3, pages 323-339.
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Lauren Westerberg & Maureen Vandermaas-Peeler. (2021) How teachers, peers, and classroom materials support children’s inquiry in a Reggio Emilia-inspired preschool. Early Child Development and Care 191:7-8, pages 1259-1276.
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Lindsay Hetherington, Mark Hardman, Jill Noakes & Rupert Wegerif. (2018) Making the case for a material-dialogic approach to science education. Studies in Science Education 54:2, pages 141-176.
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Articles from other publishers (5)
Robert Walldén & Pia N. Larsson. (2023) Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption. Science Education 108:2, pages 608-636.
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Corinne Jégou, Julie Gobert, Alice Delserieys & Marida Ergazaki. 2022. Precursor Models for Teaching and Learning Science During Early Childhood. Precursor Models for Teaching and Learning Science During Early Childhood
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Josephine Convertini & Francesco Arcidiacono. (2021) Embodied Argumentation in Young Children in Kindergarten. Education Sciences 11:9, pages 514.
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Johanna Frejd. (2019) When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity. Research in Science Education 51:S1, pages 21-42.
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Johanna Frejd. (2019) Children’s Encounters with Natural Selection During an Interactive Read Aloud. Research in Science Education 51:S1, pages 499-512.
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