Journal of science education and technology
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
Table of contents
- 444
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Science and Technology Education in the STES Context in Primary Schools: What Should It Take?Zoller, Uri et al. | 2011
- 454
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Life in the Hive: Supporting Inquiry into Complexity Within the Zone of Proximal DevelopmentDanish, Joshua A. / Peppler, Kylie / Phelps, David et al. | 2011
- 482
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Facilitating Preschoolers’ Scientific Knowledge Construction via Computer Games Regarding Light and Shadow: The Effect of the Prediction-Observation-Explanation (POE) StrategyHsu, Chung-Yuan / Tsai, Chin-Chung / Liang, Jyh-Chong et al. | 2011
- 494
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Authentic Science Research in Elementary School After-School Science ClubsFeldman, Allan / Pirog, Kelly et al. | 2011
- 508
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Atom Surprise: Using Theatre in Primary Science EducationPeleg, Ran / Baram-Tsabari, Ayelet et al. | 2011
- 525
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A Case Study of the Use of Internet Photobook Technology to Enhance Early Childhood “Scientist” IdentityKatz, Phyllis et al. | 2011
- 537
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The Importance of Teaching and Learning Nature of Science in the Early Childhood YearsAkerson, Valarie L. / Buck, Gayle A. / Donnelly, Lisa A. et al. | 2011
- 566
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We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers’ Inquiry-Based and Culturally-Relevant Science Teaching PracticesRoehrig, Gillian H. / Dubosarsky, Mia / Mason, Annie et al. | 2011
- 579
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The Influence of Education Major: How Diverse Preservice Teachers View Pseudoscience TopicsLosh, Susan Carol / Nzekwe, Brandon et al. | 2011
- 592
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Learning from Failure: A Case Study of Where an Extracurricular Science Program Went WrongBen Zvi Assaraf, Orit et al. | 2011
- 621
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The Influence of Different Representations on Solving Concentration Problems at Elementary SchoolLiu, Chia-Ju / Shen, Ming-Hsun et al. | 2011
- 630
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What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them?Patrick, Patricia / Tunnicliffe, Sue Dale et al. | 2011
- 656
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Using Scaffolding Strategies to Promote Young Children’s Scientific Understandings of Floating and SinkingHsin, Ching-Ting / Wu, Hsin-Kai et al. | 2011
- 679
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We’re Creative on a Friday Afternoon: Investigating Children’s Perceptions of their Experience of Design & Technology in Relation to CreativityBenson, Clare / Lunt, Julie et al. | 2011
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Scaffolding the “Scaffolding” Metaphor: From Inspiration to a Practical Tool for Kindergarten TeachersEshach, Haim / Dor-Ziderman, Yair / Arbel, Yael et al. | 2011
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Science for Young Children: A New Frontier for Science EducationEshach, Haim et al. | 2011
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“What’s So Terrible About Swallowing an Apple Seed?” Problem-Based Learning in KindergartenZhang, Meilan / Parker, Joyce / Eberhardt, Jan et al. | 2011
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Influence of Previous Knowledge, Language Skills and Domain-specific Interest on Observation CompetencyKohlhauf, Lucia / Rutke, Ulrike / Neuhaus, Birgit et al. | 2011
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Science Education in Primary Schools: Is an Animation Worth a Thousand Pictures?Barak, Miri / Dori, Yehudit J. et al. | 2011
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Children Explain the Rainbow: Using Young Children’s Ideas to Guide Science CurriculaSiry, Christina / Kremer, Isabelle et al. | 2011