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  1. From Basic to Humane Genomics Literacy.Brian M. Donovan, Monica Weindling & Dennis M. Lee - 2020 - Science & Education 29 (6):1479-1511.
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  2.  4
    Genetics and Identity.Brian Donovan & Ross H. Nehm - 2020 - Science & Education 29 (6):1451-1458.
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  3. Using Anthropological Principles to Transform the Teaching of Human “Difference” and Genetic Variation in College Classrooms.Amelia R. Hubbard & Laurel A. Monnig - 2020 - Science & Education 29 (6):1541-1565.
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  4.  1
    Behavioral Genetics, Population Genetics, and Genetic Essentialism.Alexandre Morin-Chassé - 2020 - Science & Education 29 (6):1595-1619.
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  5.  2
    Investigating Conflation of Sex and Gender Language in Student Writing About Genetics.Molly A. M. Stuhlsatz, Zoë E. Buck Bracey & Brian M. Donovan - 2020 - Science & Education 29 (6):1567-1594.
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  6.  2
    Does Social Constructionist Curricula Both Decrease Essentialist and Increase Nominalist Beliefs About Race?John Tawa - 2020 - Science & Education 29 (6):1513-1540.
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  7.  3
    Measuring Belief in Genetic Determinism: A Psychometric Evaluation of the PUGGS Instrument.Robyn E. Tornabene, Gena C. Sbeglia & Ross H. Nehm - 2020 - Science & Education 29 (6):1621-1657.
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  8.  1
    Correction To: The Confounding of Race in High School Biology Textbooks, 2014-2019.John Willinsky - 2020 - Science & Education 29 (6):1477-1478.
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  9.  1
    The Confounding of Race in High School Biology Textbooks, 2014–2019.John Willinsky - 2020 - Science & Education 29 (6):1459-1476.
  10. The Effect of Replicating Historical Scientific Apparatus on High School Students’ Attitudes Towards Science and Their Understanding of Nature of Science.Zeynep Neslihan Alisir & Serhat Irez - 2020 - Science & Education 29 (5):1201-1234.
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  11.  6
    Biological Evolution and Children’s Books: Whimsical Storytelling and Darwinian Origins.Nelio Bizzo - 2020 - Science & Education 29 (5):1447-1450.
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  12.  2
    What Knowledge is Worth Knowing?Edith R. Dempster - 2020 - Science & Education 29 (5):1177-1199.
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  13. Science Teachers’ Professional Development About Science Centers.Ece N. Eren-Şişman, Ceyhan Çiğdemoğlu, Uygar Kanlı & Fitnat Köseoğlu - 2020 - Science & Education 29 (5):1255-1290.
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  14. Between Education and Opinion-Making.Erik C. Fooladi - 2020 - Science & Education 29 (5):1117-1138.
    The fields of science education and science communication are said to have developed as disparate fields of research and practice, operating based on somewhat different logics and premises about their audiences. As the two fields share many of the same goals, arguments have been made for a rapprochement between the two. Drawing inspiration from a historical debate between the scholars John Dewey and Walter Lippmann, the present article is a case-oriented theoretical contribution applying models from science education and science communication (...)
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  15.  2
    Pre-Service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology.Miguel Ángel Fuertes-Prieto, Santiago Andrés-Sánchez, Diego Corrochano-Fernández, Carmen Urones-Jambrina, Mª Laura Delgado-Martín, Pablo Herrero-Teijón & Camilo Ruiz - 2020 - Science & Education 29 (5):1235-1254.
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  16.  2
    Challenges of Designing and Carrying Out Laboratory Experiments About Newton's Second Law.Sangwoo Ha & Minchul Kim - 2020 - Science & Education 29 (5):1389-1416.
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  17.  3
    Changing How We Teach Acid-Base Chemistry.Maria Rut Jiménez-Liso, Luisa López-Banet & Justin Dillon - 2020 - Science & Education 29 (5):1291-1315.
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  18.  7
    Teaching the Nature of Science From a Philosophical Perspective.Yvonne Lampert - 2020 - Science & Education 29 (5):1417-1439.
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  19.  1
    Scientific Perspectivism in Secondary-School Chemistry Education.Ilse Landa, Hanna Westbroek, Fred Janssen, Jacqueline van Muijlwijk & Martijn Meeter - 2020 - Science & Education 29 (5):1361-1388.
    The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism. Scientific perspectivism states that, within each general domain, several broadly accepted theoretical models exist side by side. These general theoretical models, or theoretical perspectives, determine which research questions are (...)
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  20.  2
    Balancing Emotion and Reason to Develop Critical Thinking About Popularized Neurosciences.François Lombard, Daniel K. Schneider, Marie Merminod & Laura Weiss - 2020 - Science & Education 29 (5):1139-1176.
    Bioscientific advances raise numerous new ethical dilemmas. Neuroscience research opens possibilities of tracing and even modifying human brain processes, such as decision-making, revenge, or pain control. Social media and science popularization challenge the boundaries between truth, fiction, and deliberate misinformation, calling for critical thinking. Biology teachers often feel ill-equipped to organize student debates that address sensitive issues, opinions, and emotions in classrooms. Recent brain research confirms that opinions cannot be understood as solely objective and logical and are strongly influenced by (...)
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  21.  5
    Nature of Science and Nature of Scientists.Ashwin Mohan & Gregory J. Kelly - 2020 - Science & Education 29 (5):1097-1116.
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  22.  2
    Conceptual Profile of Substance.Raúl Orduña Picón, Hannah Sevian & Eduardo F. Mortimer - 2020 - Science & Education 29 (5):1317-1360.
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  23. But Who Is It For? The History of School Science in England.Michael J. Reiss - 2020 - Science & Education 29 (5):1441-1446.
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  24.  3
    Understanding Biological Evolution Through Computational Thinking.Dana Christensen & Doug Lombardi - 2020 - Science & Education 29 (4):1035-1077.
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  25.  3
    Comparing Crosscutting Practices in STEM Disciplines.Maria Develaki - 2020 - Science & Education 29 (4):949-979.
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  26.  2
    Nature of “STEM”?Sibel Erduran - 2020 - Science & Education 29 (4):781-784.
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  27.  1
    Supporting Elementary Teachers' Collective Inquiry Into the “E” in STEM.Elaine Silva Mangiante & Kaitlin A. Gabriele-Black - 2020 - Science & Education 29 (4):1007-1034.
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  28.  4
    The Connection Between the Body and the Environment: A Changing View.Birgitta Mc Ewen - 2020 - Science & Education 29 (4):1093-1096.
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  29.  3
    A Critique of “STEM” Education.William F. McComas & Stephen R. Burgin - 2020 - Science & Education 29 (4):805-829.
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  30.  2
    Engineering Education as the Development of Critical Sociotechnical Literacy.Veronica Cassone McGowan & Philip Bell - 2020 - Science & Education 29 (4):981-1005.
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  31.  4
    Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum.Victoria Millar - 2020 - Science & Education 29 (4):929-948.
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  32.  1
    A Framework for Epistemological Discussion on Integrated STEM Education.Jairo Ortiz-Revilla, Agustín Adúriz-Bravo & Ileana M. Greca - 2020 - Science & Education 29 (4):857-880.
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  33.  1
    The Nature of STEM Disciplines in the Science Education Standards Documents From the USA, Korea and Taiwan.Wonyong Park, Jen-Yi Wu & Sibel Erduran - 2020 - Science & Education 29 (4):899-927.
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  34. Inquiring Into the Nature of STEM Problems.Jacob Pleasants - 2020 - Science & Education 29 (4):831-855.
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  35.  3
    S + T + M = E as a Convergent Model for the Nature of STEM.Candice M. Quinn, Joshua W. Reid & Grant E. Gardner - 2020 - Science & Education 29 (4):881-898.
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  36.  3
    Science Education in the Light of COVID-19.Michael J. Reiss - 2020 - Science & Education 29 (4):1079-1092.
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  37.  2
    Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies.Brandon M. Reynante, Megan E. Selbach-Allen & Daniel R. Pimentel - 2020 - Science & Education 29 (4):785-803.
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  38.  3
    Indonesian Pre-Service Biology Teachers’ and Biology Education Professors’ Views on Evolution.Rahmi Qurota Aini, Arif Rachmatullah, Muhammad Dika Harliadi & Minsu Ha - 2020 - Science & Education 29 (3):713-741.
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  39.  1
    Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation.Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía - 2020 - Science & Education 29 (3):647-671.
  40.  3
    Exploring How Students Construct Collaborative Thought Experiments During Physics Problem-Solving Activities.Hartono Bancong & Jinwoong Song - 2020 - Science & Education 29 (3):617-645.
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  41.  1
    Re-Examining Postcolonial Science Education Within a Power-Knowledge Framework.Lydia E. Carol-Ann Burke & John Wallace - 2020 - Science & Education 29 (3):571-588.
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  42.  1
    Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong.Kason Ka Ching Cheung - 2020 - Science & Education 29 (3):491-512.
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  43.  4
    How Should We Select Conceptual Content for Biology High School Curricula?Ítalo Nascimento de Carvalho, Charbel N. El-Hani & Nei Nunes-Neto - 2020 - Science & Education 29 (3):513-547.
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  44.  5
    Can Faraday's The Chemical History of a Candle Inform the Teaching of Experimentation?Markus Emden & Mario Gerwig - 2020 - Science & Education 29 (3):589-616.
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  45. Bringing Nuance to “the Science” in Public Policy and Science Understanding.Sibel Erduran - 2020 - Science & Education 29 (3):487-489.
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  46.  4
    Effect of Scientific Argumentation on the Development of Critical Thinking.Vetti Giri & M. U. Paily - 2020 - Science & Education 29 (3):673-690.
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  47.  2
    The Influence of PCK-Based NOS Teaching on Pre-Service Science Teachers’ NOS Views.Günkut Mesci - 2020 - Science & Education 29 (3):743-769.
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  48.  5
    Philosophical Standpoints of Textbooks in Quantum Mechanics.Ashwin Krishnan Mohan - 2020 - Science & Education 29 (3):549-569.
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  49.  1
    Introducing Prospective Science Teachers to the Landscape of Science Education.Danusa Munford - 2020 - Science & Education 29 (3):771-780.
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  50.  5
    Teachers’ Conceptions About the Origin of Humans in the Context of Three Latin American Countries with Different Forms and Degrees of Secularism.Heslley Machado Silva & Eduardo Fleury Mortimer - 2020 - Science & Education 29 (3):691-711.
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  51.  3
    How Do University Students Perceive the Nature of Science?Selin Akgun & Ebru Kaya - 2020 - Science & Education 29 (2):299-330.
  52.  1
    Acceptance of Biological Evolution by First-Year Life Sciences University Students.Lia Betti, Peter Shaw & Volker Behrends - 2020 - Science & Education 29 (2):395-409.
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  53.  4
    Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation.Ying-Chih Chen - 2020 - Science & Education 29 (2):331-375.
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  54.  5
    Understanding Students’ Perceptions of the Nature of Science in the Context of Their Gender and Their Parents’ Occupation.Ameer Emran, Ornit Spektor-Levy, Ofra Paz Tal & Orit Ben Zvi Assaraf - 2020 - Science & Education 29 (2):237-261.
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  55.  9
    Science Education in the Era of a Pandemic.Sibel Erduran - 2020 - Science & Education 29 (2):233-235.
  56.  1
    From Inquiry-Based Science Education to the Approach Based on Scientific Practices.Antonio García-Carmona - 2020 - Science & Education 29 (2):443-463.
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  57.  2
    Prediction and Contingency in Evolution by Natural Selection.Santiago Ginnobili - 2020 - Science & Education 29 (2):469-477.
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  58.  26
    Darwinian Dialectics. [REVIEW]Hajo Greif - 2020 - Science & Education 29 (2):[1-4].
    Review of: Robert J. Richards and Michael Ruse: Debating Darwin. University of Chicago Press, Chicago. 2016. ISBN: 9780226384429, 320 pages, price: $30.00 (hardcover).
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  59.  2
    Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry.Günkut Mesci, Renee S. Schwartz & Brandy Ann-Skjold Pleasants - 2020 - Science & Education 29 (2):263-297.
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  60.  1
    The Laboratory as a Vehicle for Enhancing Argumentation Among Pre-Service Science Teachers.Naim Najami, Muhamad Hugerat, Fattma Kabya & Avi Hofstein - 2020 - Science & Education 29 (2):377-393.
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  61.  7
    The Physicist as Gulliver Traveling the Matrix.Sheldon Richmond - 2020 - Science & Education 29 (2):465-468.
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  62.  2
    Evolution? I Don’T Believe in It.Merav Siani & Anat Yarden - 2020 - Science & Education 29 (2):411-441.
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  63.  2
    Conceptual Trends and Issues in Biology Didactics.Dina Tsybulsky - 2020 - Science & Education 29 (2):483-485.
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  64.  8
    Correction To: Learning About Archaeology and Prehistoric Life.M. Besse, S. Fragnière, A. Müller, M. Piguet, L. Dubois, D. Miéville, S. Schoeb & D. Schumacher - 2020 - Science & Education 29 (1):213-219.
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  65.  2
    Correction To: A Critical Review of Students’ and Teachers’ Understandings of Nature of Science.Hernán Cofré, Paola Núñez, David Santibáñez, José M. Pavez, Martina Valencia & Claudia Vergara - 2020 - Science & Education 29 (1):221-232.
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  66.  5
    A Methodological Toolkit for Science.Peter Kosso - 2020 - Science & Education 29 (1):203-206.
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  67.  4
    Objectivity and Science Education.Hugh Lacey - 2020 - Science & Education 29 (1):199-201.
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