Ausgabe 1/2020
Inhalt (16 Artikel)
Open Access
Original Paper
The continuity of learning in a translanguaging science classroom
Annika Karlsson, Pia Nygård Larsson, Anders Jakobsson
Original Paper
A cultural-historical perspective on the multimodal development of concepts in science lectures
Lilian Pozzer, Wolff-Michael Roth
Forum
Using cogenerative dialogue to address heightened emotions with difficult students
Senka Henderson, Jennifer L. Oakley, Donna King
Original Paper
Beads and beadwork as cultural artifacts used in mediating learners’ agentic constructs in science classrooms: a case for place-based learning
Sina J. Fakoyede, Femi S. Otulaja
Original Paper
The co-existence of cultural and school science models in indigenous Mexican teachers: the mixing colors case
Leticia Gallegos-Cázares, Fernando Flores-Camacho, Elena Calderón-Canales
Original Paper
Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers
Ingeborg Krange, Kenneth Silseth, Palmyre Pierroux
Open Access
Original Paper
When “scary” science “just feels wrong”: how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings
Auli Arvola Orlander
Open Access
Original Paper
‘What’s in a name? The power of the English language in secondary school science education’
Wilton George Lodge
Open Access
Op-Ed
A critical review of Integrating Ubunifu, informal science, and community innovations in science classrooms in East Africa
Peter C. Samuels
Forum
Emotions and emotional energy in the science classroom: a discussion of measurement
Reza Feyzi Behnagh