Ausgabe 1/2014
Inhalt (15 Artikel)
Enhancing Students’ Learning Process Through Self-Generated Tests
Marcos Sanchez-Elez, Inmaculada Pardines, Pablo Garcia, Guadalupe Miñana, Sara Roman, Margarita Sanchez, Jose Luis Risco
Scientific Investigations of Elementary School Children
Nicos Valanides, Maria Papageorgiou, Charoula Angeli
Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit
Jennifer L. Chiu, Marcia C. Linn
Question Asking in the Science Classroom: Teacher Attitudes and Practices
Haim Eshach, Yair Dor-Ziderman, Yana Yefroimsky
The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes
Janis A. Bulgren, James D. Ellis, Janet G. Marquis
Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms
Lisa Incantalupo, David F. Treagust, Rekha Koul
Evaluating a Contextual-Based Course on Data Analysis for the Physics Laboratory
Ida Kukliansky, Haim Eshach
Urban High School Students’ IT/STEM Learning: Findings from a Collaborative Inquiry- and Design-Based Afterschool Program
Mesut Duran, Margret Höft, Dan B. Lawson, Brahim Medjahed, Elsayed A. Orady
A Controlled Evaluation of a High School Biomedical Pipeline Program: Design and Methods
Marilyn A. Winkleby, Judith Ned, David Ahn, Alana Koehler, Kathleen Fagliano, Casey Crump
Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?
Elizabeth P. Beggrow, Minsu Ha, Ross H. Nehm, Dennis Pearl, William J. Boone
Whole Class Dialogic Discussion Meets Taiwan’s Physics Teachers: Attitudes and Culture
Haim Eshach, Hsin-Kai Wu, Fu-Kwun Hwang, Ying-Shao Hsu