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Issue |
Title |
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Vol 7, No 2 (2013): Inquiry-Based Science Education: Theory and praxis |
Caractéristiques d’un enseignement des sciences fondé sur l’investigation et évaluation de dispositifs d’accompagnement des enseignants |
Abstract
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MONIQUE DELCLAUX, EDITH SALTIEL |
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Vol 8, No 2 (2014) |
Conceptions de la démarche du chercheur chez des étudiants de master en Biologie |
Abstract
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SAÏDA AROUA |
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Vol 8, No 2 (2014) |
Désaffection pour les études scientifiques et recherche en éducation scientifique |
Abstract
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JEAN-MARIE BOILEVIN |
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Vol 8, No 1 (2014): Trends in Mathematics Education |
10-11 year old pupils’ self-regulated learning and problem solving skills |
Abstract
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IULIANA ZSOLDOS-MARCHIS |
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Vol 4, No 2 (2010) |
A methodological tool for approaching the didactic transposition of the natural sciences in kindergarten school: the case of the “states and properties of matter” in two Greek curricula |
Abstract
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AΝGELIKI VELLOPOULOU, KONSTANTINOS RAVANIS |
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Vol 1, No 2 (2007) |
A proposal to teach the nature of science (NOS) to science teachers: The ‘structuring theoretical fields’ of NOS |
Abstract
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AGUSTÍN ADÚRIZ-BRAVO |
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Vol 12, No 2 (2018) |
A review of guidance and structure in elementary school mathematics instruction |
Abstract
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ERIN M. HORAN, MARTH M. CARR |
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Vol 15, No 2 (2021) |
A semiotic approach for the teaching of energy: linking mechanical work and heat with the world of objects and events |
Abstract
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PANAGIOTIS PANTIDOS, DAMIEN GIVRY |
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Vol 14, No 1 (2020) |
A study of preschool children’s motive orientation during science activities |
Abstract
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CLARA VIDAL CARULLA, KARINA ADBO |
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Vol 17, No 2 (2023) |
A systematic review of Self-Directed Learning: empirical evidence from STEM teaching and learning |
Abstract
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ARDIAN ASYHARI, SUNYONO SUNYONO, EEN YAYAH HAENILAH, HASAN HARIRI |
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Vol 6, No 1 (2012): Energy in Education |
A vertical pathway for teaching and learning the concept of energy |
Abstract
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DORIANA COLONNESE, PAULA HERON, MARISA MICHELINI, LORENZO SANTI, ALBERTO STEFANEL |
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Vol 14, No 2 (2020): Valuing young children and promoting participation in early STEM education |
Acknowledging drawing as a mediating system for young children’s ideas concerning change of state of matter |
Abstract
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MARIA KAMPEZA, ALICE DELSERIEYS |
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Vol 11, No 2 (2017) |
Acquisition of scientific and pedagogical competency by Quebec elementary pre-service teachers |
Abstract
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ABDELJALIL MÉTIOUI |
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Vol 9, No 2 (2015): Science Education in the Mediterranean region |
Ambiguities in representing the concept of energy: a semiotic approach |
Abstract
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DAMIEN GIVRY, PANAGIOTIS PANTIDOS |
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Vol 16, No 1 (2022): Archaeological knowledge in the era of scientific mediation: issues in the mass media and museums |
An interpretive and pedagogical approach of archaeological collections in the light of natural sciences: the notion of Science Educative Islet |
Abstract
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POPI GEORGOPOULOU, KALLIOPI MELI, DIMITRIS KOLIOPOULOS |
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Vol 11, No 2 (2017) |
Analyse des difficultés des élèves marocains de 15-16 ans en résolution de problèmes de mécanique (mouvement et repos, interactions mécaniques et forces, poids et masse) |
Abstract
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ALI OUASRI |
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Vol 17, No 1 (2023) |
Analyse des prescriptions institutionnelles relatives à l’enseignement du concept de matière à l’école élémentaire française |
Abstract
PDF
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MURIEL BLAT, JEAN-MARIE BOILEVIN, PATRICIA MARZIN-JANVIER |
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Vol 3, No 1 (2009): Science Education Research and Theory in the Early Years |
Analysing young children’s thinking about natural phenomena: A sociocultural/cultural historical perspective |
Abstract
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JILL ROBBINS |
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Vol 16, No 1 (2022): Archaeological knowledge in the era of scientific mediation: issues in the mass media and museums |
Archaeological knowledge in the era of scientific mediation: issues in the mass media and museums |
Abstract
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ANIK MEUNIER, DIMITRIS KOLIOPOULOS |
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Vol 16, No 1 (2022): Archaeological knowledge in the era of scientific mediation: issues in the mass media and museums |
Archaeological representations in the media: the dominance of pseudo-Archeology |
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ALEXANDRE SCHIELE, BERNARD SCHIELE |
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Vol 4, No 2 (2010) |
Assessed students’ competencies in the greek school framework and the PISA survey |
Abstract
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KYRIAKI ANAGNOSTOPOULOU, VASSILIA HATZINIKITA, VASSILIA CHRISTIDOU |
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Vol 16, No 1 (2022): Archaeological knowledge in the era of scientific mediation: issues in the mass media and museums |
Between outreach and archaeology at Pointe-à-Callière, a shared link: the quest for authenticity |
Abstract
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KATY TARI |
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Vol 12, No 1 (2018) |
Can elementary school students really benefit from using video games at school? |
Abstract
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JULIEN BUGMANN |
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Vol 15, No 1 (2021) |
Can the history of the balance of nature-idea inform the design of narratives for highlighting general aspects of nature of science? |
Abstract
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GEORGIOS AMPATZIDIS, MARIDA ERGAZAKI |
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Vol 17, No 1 (2023) |
Characterisation of the professional identity of teachers of vocational and technical training in Senegal: an exploratory study |
Abstract
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BABA DIÈYE DIAGNE, HÉLÈNE CHENEVAL-ARMAND |
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