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Alma D. Stevenson. (2015) “Why in This Bilingual Classroom … Hablamos Más Español?” Language Choice by Bilingual Science Students. Journal of Latinos and Education 14:1, pages 25-39.
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Michalinos Zembylas. (2005) Three Perspectives on Linking the Cognitive and the Emotional in Science Learning: Conceptual Change, Socio-Constructivism And Poststructuralism. Studies in Science Education 41:1, pages 91-115.
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Articles from other publishers (9)
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Hye-Ree Kim, Sun-Kyung Lee & Chan-Jong Kim. (2010) An Exploratory Analysis of Discourse Types and Meaning-making Strategies Used by a Beginning Teacher in Secondary Science Class. Journal of the Korean earth science society 31:6, pages 647-655.
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Anita M. Martin & Brian Hand. (2007) Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study. Research in Science Education 39:1, pages 17-38.
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Philip H. Scott, Eduardo F. Mortimer & Orlando G. Aguiar. (2006) The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education 90:4, pages 605-631.
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