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Students' conceptual understanding of quantum physics in college level classroom environments
Indiana secondary students' evolution learning experiences and demarcations of science from non-science
An investigation into the utilization of a constructivist teaching strategy to improve preservice elementary teachers geological content knowledge: Is there a relationship between intellectual level and content understanding?
Exploring the components of conceptual ecology mediating the development of nature of science views
Teacher-student interaction: The overlooked dimension of inquiry-based professional development
Exploring attitudes, beliefs, and self efficacy of pre-service elementary teachers enrolled in a science methods course and factors responsible for possible changes
Long term effectiveness of a team-taught, constructivist, experiential secondary science methods course
An analysis of differences of post artwork scores between a science intervention in a traditional classroom versus an intervention in an outdoor environment
Secondary science classroom dissections: Informing policy by evaluating cognitive outcomes and exploring affective outcomes
Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students
Comparing scientists' views of nature of science within and across disciplines, and levels of expertise
The effects of an interdisciplinary undergraduate human biology program on socioscientific reasoning, content learning, and understanding of inquiry
Toward uncovering the nature of a partnership between an elementary teacher and an informal science educator
Can we really make a difference? Exploring pre-service teachers' experience with socio-scientific issues aiming for democratic participation in science
Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education
The influence of relational formative discourse on students' positional identities in a middle school science classroom
Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning
An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform
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