ISSN 0950-0693 (Print); ISSN 1464-5289 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
The Influence of Perceived Disgust on Students’ Motivation and Achievement
Randler, Christoph; Hummel, Eberhard; Wüst-Ackermann, Peter
The Effect of Task Instructions on Students’ Use of Repetition in Argumentative Discourse
Gilabert, Sandra; Garcia-Mila, Merce; Felton, Mark K.
The Impact of Teachers and Their Science Teaching on Students’ ‘Science Interest’: A four-year study
Logan, Marianne R.; Skamp, Keith R.
Student Success in First-Year University Physics and Mathematics Courses: Does the high-school attended make a difference?
Adamuti-Trache, Maria; Bluman, George; Tiedje, Thomas
Transfer of Nature of Science Understandings into Similar Contexts: Promises and Possibilities of an Explicit Reflective Approach
Textbook Questions in Context-Based and Traditional Chemistry Curricula Analysed from a Content Perspective and a Learning Activities Perspective
Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M.W.; Brekelmans, Mieke
What Sort of Girl Wants to Study Physics After the Age of 16? Findings from a Large-scale UK Survey
Mujtaba, Tamjid; Reiss, Michael J.
Which are my Future Career Priorities and What Influenced my Choice of Studying Science, Technology, Engineering or Mathematics? Some Insights on Educational Choice—Case of Slovenia
Cerinsek, Gregor; Hribar, Tina; Glodez, Natasa; Dolinsek, Slavko