Ausgabe 3/2019
Inhalt (14 Artikel)
Original Paper
Prospective biology teachers’ understanding of the nature of science through an analysis of the historical case of Semmelweis and childbed fever
María del Mar Aragón-Méndez, José Antonio Acevedo-Díaz, Antonio García-Carmona
Open Access
Forum
In defence of non-epistemic aspects of nature of science: insights from an intercultural approach to history of science
Haira Emanuela Gandolfi
Forum
Building consensus views or interrogating metanarratives? Musings on teaching the nature of science
Aswathy Raveendran, Himanshu Srivastava
Original Paper
Comprehension of the night and day cycle among French and Cameroonian children aged 7–8 years
Valérie Frède
Forum
Reframing understandings of cultural influences on learning science
Jill McNew-Birren, Jennifer Gaul-Stout
Original Paper
The utility of citizen science projects in K-5 schools: measures of community engagement and student impacts
Ruth Kermish-Allen, Karen Peterman, Christine Bevc
Open Access
Original Paper
Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms
Louise Archer, Effrosyni Nomikou, Ada Mau, Heather King, Spela Godec, Jennifer DeWitt, Emily Dawson
Forum
Understanding social bonds during science inquiry using V-Note software
Alberto Bellocchi, James P. Davis, Rebecca E. Olson, Subhashni D. Appanna