ISSN 0950-0693 (Print); ISSN 1464-5289 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
A Cross-grade Comparison to Examine the Context Effect on the Relationships Among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan
Chen, Shin-Feng; Lin, Chien-Yu; Wang, Jing-Ru; Lin, Sheau-Wen; Kao, Huey-Lien
A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample
Sun, Letao; Bradley, Kelly D.; Akers, Kathryn
Approach–Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction
Peşman, Haki; Özdemir, Ömer Faruk
Assessing System Thinking Through Different Concept-Mapping Practices
Brandstädter, Kristina; Harms, Ute; Großschedl, Jörg
Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution
An Integrated Knowledge Framework to Characterize and Scaffold Size and Scale Cognition (FS2C)
Magana, Alejandra J.; Brophy, Sean P.; Bryan, Lynn A.
Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum
Biggers, Mandy; Forbes, Cory T.
Content-Related Interactions in Self-initiated Study Groups
Christian, Karen; Talanquer, Vicente
Development and Validation of the Star Properties Concept Inventory
Bailey, Janelle M.; Johnson, Bruce; Prather, Edward E.; Slater, Timothy F.