Citations (14)
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Leonard Molefe & Michèle Stears. (2014) Rhetoric and Reality: Science Teacher Educators' Views and Practice Regarding Science Process Skills. African Journal of Research in Mathematics, Science and Technology Education 18:3, pages 219-230.
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Sarah North. (2005) Different values, different skills? A comparison of essay writing by students from arts and science backgrounds. Studies in Higher Education 30:5, pages 517-533.
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Anthony Blake, Lynn Newton, Douglas Newton & Kathleen Brown. (2003) Do Primary History Books Show a Concern for Explanatory Understanding?. Westminster Studies in Education 26:2, pages 149-159.
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Roger Trend. (2000) Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science. International Journal of Science Education 22:5, pages 539-555.
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DouglasP. Newton & LynnD. Newton. (1998) Enculturation and Understanding: some differences between sixth formers’ and graduates’ conceptions of understanding in History and Science. Teaching in Higher Education 3:3, pages 339-363.
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Rebecca Hamer & Erik Jan van Rossum. 2020. Learning and Performance Assessment. Learning and Performance Assessment
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Fangling Situ, You Song, Xinxin Ma & Dongyuan Ma. (2018) Disciplinary Variations in Computer Programming. Disciplinary Variations in Computer Programming.
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Gergely Kováts. (2012) A tudományterületi sajátosságok következményei a kutatásban, az oktatásban és a felsőoktatási intézmények vezetésében (The consequences of disciplinary difference on teaching, research and institutional management of higher education). Vezetéstudomány / Budapest Management Review, pages 3-17.
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Ruth Kane, Susan Sandretto & Chris Heath. (2016) Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics. Review of Educational Research 72:2, pages 177-228.
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