ISSN 0950-0693 (Print); ISSN 1464-5289 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Using Formal Embedded Formative Assessments Aligned with a Short-Term Learning Progression to Promote Conceptual Change and Achievement in Science
Yin, Yue; Tomita, Miki K.; Shavelson, Richard J.
‘Am I Like a Scientist?’: Primary children's images of doing science in school
Zhai, Junqing; Jocz, Jennifer Ann; Tan, Aik-Ling
Science Language Accommodation in Elementary School Read-Alouds
Glass, Rory; Oliveira, Alandeom W.
Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns
Adamuti-Trache, Maria; Sweet, Robert
Quantitative Reasoning in Environmental Science: A learning progression
Mayes, Robert Lee; Forrester, Jennifer Harris; Christus, Jennifer Schuttlefield; Peterson, Franziska Isabel; Bonilla, Rachel; Yestness, Nissa
From Doing to Learning: Changed focus during a pre-school learning study project on organic decomposition
Ljung-Djärf, Agneta; Magnusson, Andreas; Peterson, Sam
Learning Science in High School: What is actually going on?
Tan, Aik Ling; Hong, Huaqing
Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies
Wang, Jing-Ru; Chen, Shin-Feng; Fang, I.; Chou, Ching-Ting