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Martha Marandino, Erminia Pedretti & Ana Maria Navas Iannini. (2023) Representing biodiversity in science museums: perspectives from an STSE lens. International Journal of Science Education, Part B 13:4, pages 362-380.
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Banu Avsar Erumit, Bahadir Namdar & Ayşegül Oğuz Namdar. (2023) Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues. International Journal of Science Education 0:0, pages 1-30.
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María Evangelina Carezzano, María de las Mercedes Oliva, Emiliano Foresto, Pablo Bogino & Walter Giordano. (2023) Natural products vs bacteria: laboratory exercises to determine the antimicrobial activity of plant extracts. Journal of Biological Education 0:0, pages 1-16.
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Nicola Broderick. (2023) Exploring different visions of scientific literacy in Irish primary science education: core issues and future directions. Irish Educational Studies 0:0, pages 1-21.
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T. Zamalloa & J. Sanz. (2023) Attitudes of secondary school students towards geology in Spain. Research in Science & Technological Education 41:1, pages 123-146.
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James Deehan, Amy MacDonald & Christopher Morris. (2022) A scoping review of interventions in primary science education. Studies in Science Education 0:0, pages 1-43.
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Amparo Jimenez & David Menendez Alvarez-Hevia. (2022) Perceptions of primary school students toward learning about science: the case of Spain. Education 3-13 50:8, pages 1046-1058.
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Tore Van Der Leij, Lucy Avraamidou, Arjen Wals & Martin Goedhart. (2022) Supporting Secondary Students’ Morality Development in Science Education. Studies in Science Education 58:2, pages 141-181.
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Ana Maria Navas Iannini & Erminia Pedretti. (2022) Museum staff perspectives about a sustainability exhibition: what do they tell us about scientific literacy?. International Journal of Science Education, Part B 12:1, pages 1-21.
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Daniel Cebrián-Robles, Enrique España-Ramos & Pedro Reis. (2021) Introducing preservice primary teachers to socioscientific activism through the analysis and discussion of videos. International Journal of Science Education 43:15, pages 2457-2478.
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Quentin C. Sedlacek. (2021) Experimental evidence of disparities in biology teachers’ responses to student writing. International Journal of Science Education 43:14, pages 2351-2373.
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Katarina Ottander & Shirley Simon. (2021) Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education. International Journal of Science Education 43:12, pages 1895-1925.
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Gahyoung Kim & Hyunju Lee. (2021) A case study of community-based socioscientific issue program: focusing on the abandoned animal issue. Journal of Biological Education 55:4, pages 380-394.
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Eva Nyberg, Jérémy Castéra, Birgitta Mc Ewen, Niklas Gericke & Pierre Clément. (2020) Teachers’ and Student Teachers’ Attitudes Towards Nature and the Environment—A Comparative Study Between Sweden and France. Scandinavian Journal of Educational Research 64:7, pages 1090-1104.
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Verónica Muñoz-Campos, Antonio-Joaquín Franco-Mariscal & Ángel Blanco-López. (2020) ‘Integration of scientific practices into daily living contexts: a framework for the design of teaching-learning sequences’. International Journal of Science Education 42:15, pages 2574-2600.
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Julie Moote. (2020) Investigating the impact of classroom climate on UK school students taking part in a science inquiry-based learning programme – CREST. Research Papers in Education 35:4, pages 379-415.
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Emily M. Eaton & Nick A. Day. (2020) Petro-pedagogy: fossil fuel interests and the obstruction of climate justice in public education. Environmental Education Research 26:4, pages 457-473.
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Gaye Defne Ceyhan & Ebru Zeynep Mugaloglu. (2020) The role of cognitive, behavioral and personal variables of pre-service teachers’ plausibility perceptions about global climate change. Research in Science & Technological Education 38:2, pages 131-145.
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Carolina Martín-Gámez, María del Carmen Acebal & Teresa Prieto. (2020) Developing the concept of ‘ecosystem’ through inquiry-based learning: a study of pre-service primary teachers. Journal of Biological Education 54:2, pages 147-161.
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Wendy Simms. (2020) Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature. Studies in Science Education 56:1, pages 35-76.
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M. Wynn Tranfield. (2019) Geologic Map Instruction: A Critical Approach. Journal of Map & Geography Libraries 15:2-3, pages 210-220.
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Yan Wang, Jari Lavonen & Kirsi Tirri. (2019) An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland. International Journal of Science Education 41:11, pages 1435-1456.
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Natalie R. Davis & Janelle Schaeffer. (2019) Troubling Troubled Waters in Elementary Science Education: Politics, Ethics & Black Children’s Conceptions of Water [Justice] in the Era of Flint. Cognition and Instruction 37:3, pages 367-389.
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Elisabeth Iversen & Guðrún Jónsdóttir. (2019) ‘We did see the lapwing’ – practising environmental citizenship in upper-secondary science education. Environmental Education Research 25:3, pages 411-421.
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Minjung Ryu, Mavreen Rose S. Tuvilla & Casey Elizabeth Wright. (2019) Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting. Journal of Research in Childhood Education 33:1, pages 84-97.
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Carolina Martín-Gámez & Sibel Erduran. (2018) Understanding argumentation about socio-scientific issues on energy: a quantitative study with primary pre-service teachers in Spain. Research in Science & Technological Education 36:4, pages 463-483.
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Heung-Tae Kim, Jae Geun Kim & Chankook Kim. (2018) Emotional intimacy with nature and life & intellectual interest in life of pre-service biology teachers for environmental education. Journal of Biological Education 52:3, pages 236-247.
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Julia C. Arnold. (2018) An integrated model of decision-making in health contexts: the role of science education in health education. International Journal of Science Education 40:5, pages 519-537.
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Hagop A. Yacoubian. (2018) Scientific literacy for democratic decision-making. International Journal of Science Education 40:3, pages 308-327.
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Bev France, Sally Birdsall & Laurence Simonneaux. (2017) Analysing the multiplicity of voices in the agora: using actor-network theory to unravel a complex issue. International Journal of Science Education, Part B 7:4, pages 323-340.
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Deniz Saribas, Zerrin Doganca Kucuk & Hamide Ertepinar. (2017) Implementation of an environmental education course to improve pre-service elementary teachers’ environmental literacy and self-efficacy beliefs. International Research in Geographical and Environmental Education 26:4, pages 311-326.
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Suzanne S. Choo. (2017) Global education and its tensions: case studies of two schools in Singapore and the United States. Asia Pacific Journal of Education 37:4, pages 552-566.
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Dina Zoe Belluigi & Georgina Cundill. (2017) Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science. Environmental Education Research 23:7, pages 950-971.
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Annie E. Hale, Catharyn C. Shelton, Jennifer Richter & Leanna M. Archambault. (2017) Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers. Journal of Geoscience Education 65:2, pages 101-112.
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Masood Badri, Guang Yang, Karima Al Mazroui, Jihad Mohaidat, Asma Al Rashedi & Najwa Al Housani. (2017) Out-of-school experience categories influencing interest in biology of secondary school students by gender: exploration on an Abu Dhabi sample. Journal of Biological Education 51:2, pages 166-185.
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Per Gyberg & Håkan Löfgren. (2016) Knowledge outside the box – sustainable development education in Swedish schools. Educational Research 58:3, pages 283-299.
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Veli-Matti Vesterinen, Sakari Tolppanen & Maija Aksela. (2016) Toward citizenship science education: what students do to make the world a better place?. International Journal of Science Education 38:1, pages 30-50.
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Marlen Goldschmidt, Franz-Josef Scharfenberg & Franz X. Bogner. (2016) Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered. The Journal of Educational Research 109:1, pages 27-36.
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Kongju Mun, Namsoo Shin, Hyunju Lee, Sung-Won Kim, Kyunghee Choi, Sung-Youn Choi & Joseph S. Krajcik. (2015) Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire. International Journal of Science Education 37:11, pages 1739-1766.
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Erin Sperling & J. Lawrence Bencze. (2015) Reimagining Non-Formal Science Education: A Case of Ecojustice-Oriented Citizenship Education. Canadian Journal of Science, Mathematics and Technology Education 15:3, pages 261-275.
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Emily Hestness, R. Christopher McDonald, Wayne Breslyn, J. Randy McGinnis & Chrystalla Mouza. (2014) Science Teacher Professional Development in Climate Change Education Informed by the Next Generation Science Standards. Journal of Geoscience Education 62:3, pages 319-329.
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Hannah K. Miller & Linda Cronin Jones. (2014) Analyzing Sustainability Themes in State Science Standards: Two Case Studies. Applied Environmental Education & Communication 13:3, pages 183-192.
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Astrid Steele. (2014) The Seventh Current: A Case for the Environment in STSE Education. Canadian Journal of Science, Mathematics and Technology Education 14:3, pages 238-251.
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Erminia Pedretti & Katherine Bellomo. (2013) A Time for Change: Advocating for STSE Education Through Professional Learning Communities. Canadian Journal of Science, Mathematics and Technology Education 13:4, pages 415-437.
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Laurence Simonneaux, Nathalie Panissal & Emmanuelle Brossais. (2013) Students’ Perception of Risk About Nanotechnology After an SAQ Teaching Strategy. International Journal of Science Education 35:14, pages 2376-2406.
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Hyunju Lee, Jungsook Yoo, Kyunghee Choi, Sung-Won Kim, Joseph Krajcik, Benjamin
C. Herman & Dana
L. Zeidler. (2013) Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens. International Journal of Science Education 35:12, pages 2079-2113.
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Emily J. S. Kang, Julie A. Bianchini & Gregory J. Kelly. (2013) Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry. Journal of Science Teacher Education 24:3, pages 427-447.
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Astrid Steele, Christine Brew, Carol Rees & Sheliza Ibrahim-Khan. (2013) Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction. Journal of Science Teacher Education 24:1, pages 111-131.
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Jan DeWaters & Susan Powers. (2013) Establishing Measurement Criteria for an Energy Literacy Questionnaire. The Journal of Environmental Education 44:1, pages 38-55.
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Muammer Çalik & Richard
Kevin Coll. (2012) Investigating Socioscientific Issues via Scientific Habits of Mind: Development and validation of the Scientific Habits of Mind Survey. International Journal of Science Education 34:12, pages 1909-1930.
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Robert M. Danielowich. (2012) Looking Through Different Lenses: How Preservice Science Teachers Use Practice-Oriented Reflections to Negotiate More Reform-Minded Identities. Journal of Science Teacher Education 23:4, pages 323-346.
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DavidE. Long. (2012) Evolution education in policy and practice: an ethnographic perspective. Ethnography and Education 7:2, pages 197-211.
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Hyunju Lee, Hyunsook Chang, Kyunghee Choi, Sung-Won Kim & Dana
L. Zeidler. (2012) Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education 34:6, pages 925-953.
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Jonathan Osborne. (2012) Exploring the landscape of scientific literacy. Studies in Science Education 48:1, pages 119-123.
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Yeung
Chung Lee. (2012) Socio-Scientific Issues in Health Contexts: Treading a rugged terrain. International Journal of Science Education 34:3, pages 459-483.
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CLAYTON PIERCE. (2012) The Promissory Future(s) of Education: Rethinking scientific literacy in the era of biocapitalism. Educational Philosophy and Theory 44:7, pages 721-745.
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J.
Lawrence Bencze & ErinR. Sperling. (2012) Student Teachers as Advocates for Student-Led Research-Informed Socioscientific Activism. Canadian Journal of Science, Mathematics and Technology Education 12:1, pages 62-85.
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Rodelyn
Padua Stoeber. (2012) Projet PEER: établir une communauté virtuelle d'apprenants pour répondre aux besoins des enseignants en contexte francophone minoritaire. Canadian Journal of Science, Mathematics and Technology Education 12:1, pages 103-120.
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StephenP. Day & TomG. K. Bryce. (2011) Does the Discussion of Socio‐Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?. International Journal of Science Education 33:12, pages 1675-1702.
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Emily Hestness, J. Randy McGinnis, Kelly Riedinger & Gili Marbach-Ad. (2011) A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course. Journal of Science Teacher Education 22:4, pages 351-369.
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DavidI. Waddington & Amanda Imbriglio. (2011) Relegated to the Margins? The Place of STSE Themes in Québec Secondary Cycle One Science Textbooks. Canadian Journal of Science, Mathematics and Technology Education 11:2, pages 160-179.
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Todd Campbell. (2011) Using metaphors to investigate the personal frameworks of pre‐service science teachers as they experience a science in society course. Research in Science & Technological Education 29:1, pages 71-90.
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Turu Dube & Fred Lubben. (2011) Swazi Teachers' Views on the Use of Cultural Knowledge for Integrating Education for Sustainable Development into Science Teaching. African Journal of Research in Mathematics, Science and Technology Education 15:3, pages 68-83.
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Gilbert O. M. Onwu & William C. Kyle$suffix/text()$suffix/text(). (2011) Increasing The Socio-Cultural Relevance of Science Education for Sustainable Development. African Journal of Research in Mathematics, Science and Technology Education 15:3, pages 5-26.
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CoryT. Forbes & Michaela Zint. (2010) Elementary Teachers’ Beliefs About, Perceived Competencies for, and Reported Use of Scientific Inquiry to Promote Student Learning About and for the Environment. The Journal of Environmental Education 42:1, pages 30-42.
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Yeung
Chung Lee. (2010) Science‐Technology‐Society or Technology‐Society‐Science? Insights from an Ancient Technology. International Journal of Science Education 32:14, pages 1927-1950.
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Erin Sperling & J.
Lawrence Bencze. (2010) “More Than Particle Theory”: Citizenship Through School Science. Canadian Journal of Science, Mathematics and Technology Education 10:3, pages 255-266.
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Derek Hodson. (2010) Science Education as a Call to Action. Canadian Journal of Science, Mathematics and Technology Education 10:3, pages 197-206.
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Steve Alsop & J.
Lawrence Bencze. (2010) Introduction to the Special Issue on Activism: SMT Education in the Claws of the Hegemon. Canadian Journal of Science, Mathematics and Technology Education 10:3, pages 177-196.
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Tami Levy Nahum, David Ben‐Chaim, Ibtesam Azaiza, Orit Herskovitz & Uri Zoller. (2010) Does STES‐Oriented Science Education Promote 10th‐Grade Students’ Decision‐Making Capability?. International Journal of Science Education 32:10, pages 1315-1336.
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Tanja Klop, Sabine E. Severiens, Marie‐ChristineP. J. Knippels, MarcH. W. van Mil & GeertT. M. Ten Dam. (2010) Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students. International Journal of Science Education 32:9, pages 1127-1150.
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Mustafa
Sami Topcu. (2010) Development of Attitudes towards Socioscientific Issues Scale for undergraduate students. Evaluation & Research in Education 23:1, pages 51-67.
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Ralph Levinson. (2010) Science education and democratic participation: an uneasy congruence?. Studies in Science Education 46:1, pages 69-119.
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Paulo Roberto Costa da Silva, Paulo Rogério Miranda Correia & Maria Elena Infante-Malachias. (2009) Charles Darwin goes to school: the role of cartoons and narrative in setting science in an historical context. Journal of Biological Education 43:4, pages 175-180.
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Kristy
Lynn Halverson, MarcelleA. Siegel & SharynK. Freyermuth. (2009) Lenses for Framing Decisions: Undergraduates' decision making about stem cell research. International Journal of Science Education 31:9, pages 1249-1268.
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KlausG. Witz & Hyunju Lee. (2009) Science as an ideal: teachers’ orientations to science and science education reform. Journal of Curriculum Studies 41:3, pages 409-431.
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Hyunju Lee & KlausG. Witz. (2009) Science Teachers' Inspiration for Teaching Socio‐scientific Issues: Disconnection with reform efforts. International Journal of Science Education 31:7, pages 931-960.
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TroyD. Sadler. (2009) Situated learning in science education: socio‐scientific issues as contexts for practice. Studies in Science Education 45:1, pages 1-42.
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John
Lawrence Bencze. (2008) Private Profit, Science, and Science Education: Critical Problems and Possibilities for Action. Canadian Journal of Science, Mathematics and Technology Education 8:4, pages 297-312.
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Sarah
Elizabeth Barrett. (2008) Mutual Misunderstanding: Preservice Science Teachers’ and Instructors’ Mismatching(?) Priorities. Canadian Journal of Science, Mathematics and Technology Education 8:4, pages 313-330.
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Majid Malekan. (2008) Battlegrounds for Control: A Critical Review of the Ontario Grade 1–8 Science Curriculum. Canadian Journal of Science, Mathematics and Technology Education 8:2, pages 169-187.
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Yannis Hadzigeorgiou & Stathis Stivaktakis. (2008) Encouraging Involvement with School Science. Journal of Curriculum and Pedagogy 5:1, pages 138-162.
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Kathryn Paige, David Lloyd & Mike Chartres. (2008) Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre‐service education in the primary/middle years. Asia-Pacific Journal of Teacher Education 36:1, pages 19-33.
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Mike Summers & Ann Childs. (2007) Student science teachers’ conceptions of sustainable development: an empirical study of three postgraduate training cohorts. Research in Science & Technological Education 25:3, pages 307-327.
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Larry Bencze. (2007) Newsround. Canadian Journal of Science, Mathematics and Technology Education 7:2-3, pages 271-274.
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James J. Watters & Carmel M. Diezmann. (2007) Multimedia Resources to Bridge the Praxis Gap: Modeling Practice in Elementary Science Education. Journal of Science Teacher Education 18:3, pages 349-375.
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Morten Kind & Vanessa Kind. (2007) Creativity in Science Education: Perspectives and Challenges for Developing School Science. Studies in Science Education 43:1, pages 1-37.
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Paul Elliott. (2006) Reviewing Newspaper Articles as a Technique for Enhancing the Scientific Literacy of Student‐teachers. International Journal of Science Education 28:11, pages 1245-1265.
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Derek Hodson. (2006) Why we should prioritize learning about science. Canadian Journal of Science, Mathematics and Technology Education 6:3, pages 293-311.
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Larry Bencze & Lisa Upton. (2006) Being your own role model for improving self‐efficacy: An elementary teacher self‐actualizes through drama‐based science teaching. Canadian Journal of Science, Mathematics and Technology Education 6:3, pages 207-226.
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Judy Moreland, Alister Jones & Bronwen Cowie. (2006) Developing Pedagogical Content Knowledge for the New Sciences: The example of biotechnology. Teaching Education 17:2, pages 143-155.
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Susan Herbert. (2006) The challenges of designing and implementing a cross‐cultural unit of work. Educational Action Research 14:1, pages 45-64.
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Anthony Tsatsing Koosimile. (2005) Induction of pupils into secondary school science in Botswana. African Journal of Research in Mathematics, Science and Technology Education 9:1, pages 39-48.
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Camilla Schreiner, EllenK. Henriksen & PålJ. Kirkeby Hansen. (2005) Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges. Studies in Science Education 41:1, pages 3-49.
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Rian De Villiers & Martin Monk. (2005) The first cut is the deepest: reflections on the state of animal dissection in biology education. Journal of Curriculum Studies 37:5, pages 583-600.
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Berta Marco-Stiefel. (2004) Alfabetización científica: un puente entre la ciencia escolar y las fronteras científicas. Culture and Education 16:3, pages 273-287.
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David Lloyd & John Wallace. (2004) Imaging the Future of Science Education: the Case for Making Futures Studies Explicit in Student Learning. Studies in Science Education 40:1, pages 139-177.
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Tapashi Binte Mahmud Chowdhury, Jack Holbrook & Miia Rannikmäe. A model conceptualising trans-disciplinarity within school science education based on a systematic literature review. International Journal of Science Education 0:0, pages 1-23.
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