Ausgabe 2/2018
Inhalt (16 Artikel)
Original Paper
Science education in a bilingual class: problematising a translational practice
Zeynep Ünsal, Britt Jakobson, Bengt-Olov Molander, Per-Olof Wickman
Open Access
Forum
Teaching and learning science in linguistically diverse classrooms
Emilee Moore, Natalia Evnitskaya, S. Lizette Ramos-de Robles
Original Paper
Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic
Eva Lundqvist, Per Sund
Original Paper
General experiences + race + racism = Work lives of Black faculty in postsecondary science education
Eileen R. C. Parsons, Domonique L. Bulls, Tonjua B. Freeman, Malcolm B. Butler, Mary M. Atwater
Original Paper
Student’s social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement
Robin Ellwood, Eleanor Abrams
Original Paper
Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America—university partnership
Jill McNew-Birren, Tyra Hildebrand, Gabrielle Belknap
Forum
Supporting new science teachers in pursuing socially just science education
Rachel Ruggirello, Linda Flohr
Original Paper
When technology, science and culture meet: insights from ancient Chinese technology
Yeung Chung Lee
Open Access
Original Paper
How to reconcile the multiculturalist and universalist approaches to science education
Sven Ove Hansson
Original Paper
“The fish becomes aware of the water in which it swims”: revealing the power of culture in shaping teaching identity
Yuli Rahmawati, Peter Charles Taylor
Original Paper
Dual identities: organizational negotiation in STEM-focused Catholic schools
Matthew Kloser, Matthew Wilsey, Dawn W. Hopkins, Julie W. Dallavis, Erin Lavin, Michael Comuniello
Open Access
Forum
Implementation of inquiry-based science education in different countries: some reflections
Carl-Johan Rundgren