International Journal of Science Education, Volume 43, Issue 8 (2021)

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International Journal of Science Education, Volume 43, Issue 8 (2021)

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Articles

Article
Elementary students’ explanation of variation of traits and teacher‘s feedback using an online embedded assessment tool
Amal Ibourk & Michelle Kendrick
Pages: 1173-1192
Published online: 10 Apr 2021
AbstractforElementary students’ explanation of variation of traits and teacher‘s feedback using an online embedded assessment tool | Full Text | References | PDF (2.2 MB) | EPUB
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Article
Multi-dimensional explorations into the relationships between high school students’ science learning self-efficacy and engagement
Tzung-Jin Lin
Pages: 1193-1207
Published online: 29 Mar 2021
AbstractforMulti-dimensional explorations into the relationships between high school students’ science learning self-efficacy and engagement | Full Text | References | PDF (1.3 MB) | EPUB
  • 1287 Views
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Article
Teaching chemistry in context: what we know from teachers’ lesson plans
Bing Wei & Fang Long
Pages: 1208-1227
Published online: 29 Mar 2021
AbstractforTeaching chemistry in context: what we know from teachers’ lesson plans | Full Text | References | PDF (2 MB) | EPUB
  • 940 Views
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Article
Motivation to teach a non-mandatory learning-unit on energy efficiency and renewable energy
Keren Kaplan Mintz, Tali Tal & Ofira Ayalon
Pages: 1228-1249
Published online: 02 Apr 2021
AbstractforMotivation to teach a non-mandatory learning-unit on energy efficiency and renewable energy | Full Text | References | PDF (1.6 MB) | EPUB
  • 376 Views
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Article
One context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education
Helena van Vorst & Hatice Aydogmus
Pages: 1250-1272
Published online: 03 May 2021
AbstractforOne context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education | Full Text | References | PDF (2.4 MB) | EPUB
  • 883 Views
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Article
Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model
Ozden Sengul, Patrick James Enderle & Renee S. Schwartz
Pages: 1273-1291
Published online: 23 Apr 2021
AbstractforExamining science teachers' enactment of argument-driven inquiry (ADI) instructional model | Full Text | References | PDF (1.8 MB) | EPUB
  • 785 Views
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Article
How sensorimotor interaction shapes and supports young children’s gestural communication around science
Rhiannon L. Thomas Jha, Sara Price, Minna O. Nygren & Esme Glauert
Pages: 1292-1313
Published online: 23 Apr 2021
AbstractforHow sensorimotor interaction shapes and supports young children’s gestural communication around science | Full Text | References | PDF (2.5 MB) | EPUB
  • 1643 Views
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Open Access
Article
Moving talk forward: novice science teachers approximate the practice of leading science discourse
Tammy D. Lee & Bonnie Glass
Pages: 1314-1340
Published online: 20 May 2021
AbstractforMoving talk forward: novice science teachers approximate the practice of leading science discourse | Full Text | References | PDF (2 MB) | EPUB
  • 484 Views
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Article
Assessing early primary students’ growth in a science unit using multiple modes of representation: investigating the promise of explicit drawing instruction
Rachel E. Wilson & Leslie U. Bradbury
Pages: 1341-1364
Published online: 25 Apr 2021
AbstractforAssessing early primary students’ growth in a science unit using multiple modes of representation: investigating the promise of explicit drawing instruction | Full Text | References | PDF (1.8 MB) | EPUB
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