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Kathryn T. Stevenson, Rachel E. Szczytko, Sarah J. Carrier & M. Nils Peterson. (2021) How outdoor science education can help girls stay engaged with science. International Journal of Science Education 43:7, pages 1090-1111.
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Katherine Short-Meyerson, Susannah Sandrin & Chris Edwards. (2016) Gender Influences on Parent-Child Science Problem-Solving Behaviors. Journal of Research in Childhood Education 30:3, pages 334-348.
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Anat Zohar & Boaz Bronshtein. (2005) Physics teachers' knowledge and beliefs regarding girls' low participation rates in advanced physics classes. International Journal of Science Education 27:1, pages 61-77.
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LesleyH. Parker & LéonieJ. Rennie. (2002) Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms. International Journal of Science Education 24:9, pages 881-897.
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Dale Tunnicliffe. (1998) Boy talk/girl talk: is it the same at animal exhibits?. International Journal of Science Education 20:7, pages 795-811.
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Articles from other publishers (15)
Sibel Erduran & Wonyong Park. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics
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Zhi Hong Wan. (2019) Exploring the Effects of Intrinsic Motive, Utilitarian Motive, and Self-Efficacy on Students’ Science Learning in the Classroom Using the Expectancy-Value Theory. Research in Science Education 51:3, pages 647-659.
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Drew J. Rosen & Angela M. Kelly. (2020) Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories. Physical Review Physics Education Research 16:2.
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N P Aryani & Supriyadi. (2018) Implementation of small group discussion as a teaching method in earth and space science subject. Journal of Physics: Conference Series 983, pages 012039.
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Angela M. Kelly. (2016) Social cognitive perspective of gender disparities in undergraduate physics. Physical Review Physics Education Research 12:2.
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Adrienne L. Traxler, Ximena C. Cid, Jennifer Blue & Ramón Barthelemy. (2016) Enriching gender in physics education research: A binary past and a complex future. Physical Review Physics Education Research 12:2.
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Karin Due. (2012) Who is the competent physics student? A study of students’ positions and social interaction in small-group discussions. Cultural Studies of Science Education 9:2, pages 441-459.
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Christine Howe. (2014) Optimizing small group discourse in classrooms: Effective practices and theoretical constraints. International Journal of Educational Research 63, pages 107-115.
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Franz-Josef Scharfenberg & Franz X. Bogner. (2012) Instructional Efficiency of Tutoring in an Outreach Gene Technology Laboratory. Research in Science Education 43:3, pages 1267-1288.
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Louis Trudel, Giuliano Reis & Liliane Dionne. (2012) INCIDENCE DES CARACTÉRISTIQUES DES ÉLÈVES SUR LEUR DEGRÉ DE MOTIVATION À PARTICIPER À UNE EXPO-SCIENCES. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 14:3, pages 17-35.
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Ji-Yeon You & Tae-Hee Noh. (2012) An Analysis of Verbal Interaction among Science-Gifted Students in Inquiry Learning Based on Analogical Experimental Design Strategy Emphasizing Understanding and Checking Stages. Journal of The Korean Association For Science Education 32:4, pages 671-685.
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Franz-Josef Scharfenberg & Franz X. Bogner. (2010) A New Two-Step Approach for Hands-On Teaching of Gene Technology: Effects on Students’ Activities During Experimentation in an Outreach Gene Technology Lab. Research in Science Education 41:4, pages 505-523.
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Jennie S. Brotman & Felicia M. Moore. (2008) Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching 45:9, pages 971-1002.
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D.K. Follman, C.V. Liguore & C.T. Watkins. (2004) Work in progress - male and female engineering student roles and interaction styles on online collaborative learning teams. Work in progress - male and female engineering student roles and interaction styles on online collaborative learning teams.