ISSN 0950-0693 (Print); ISSN 1464-5289 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Teaching earth sciences: should we implement teacher-directed or student-controlled CAI in the secondary classroom?
Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning
A study of the association of attitudes to the philosophy of science with classroom contexts, academic qualification and professional training, amongst A level biology teachers in Harare, Zimbabwe
An investigation of the influence of emotional factors on learning in physics instruction
Gender and physics