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  1.  1
    Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)Understanding of Science.Pablo Antonio Archila, Jorge Molina, Giovanna Danies, Anne-Marie Truscott de Mejía & Silvia Restrepo - 2021 - Science & Education 30 (2):267-291.
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  2.  4
    Beyond Hypothesis Testing.Olga Ioannidou & Sibel Erduran - 2021 - Science & Education 30 (2):345-364.
    Recent reforms in science education have promoted students’ understanding of how science works, including the methodological approaches used by scientists. Given that teachers are expected to teach and promote methodological pluralism, it is worth examining how teachers understand and view scientific methods, particularly when scientific methods are presented as a diverse array and not as a linear model based exclusively on hypothesis testing.The empirical study presented in the paper examines science teachers’ understanding of scientific methods, particularly the diversity of scientific (...)
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  3.  2
    Measuring Pupils’ Attitudes Towards Socioscientific Issues.Lida T. Klaver & Juliette H. Walma van der Molen - 2021 - Science & Education 30 (2):317-344.
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  4.  4
    Biological Conceptualization of Race.Jun-Ki Lee, Rahmi Qurota Aini, Yustika Sya’Bandari, Ai Nurlaelasari Rusmana, Minsu Ha & Sein Shin - 2021 - Science & Education 30 (2):293-316.
    The conception of racial categories from a biological perspective is unconsciously embedded in the individual’s cognition. This is true even among university students majoring in biology and medicine. Even though students have never learned about “race” explicitly in formal biology class, they are highly likely to implicitly construct, and hold biological concepts of race. This study investigated how Korean college students majoring in General Science Education define the concept of race and acquire a scientific conception of race. The study draws (...)
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  5.  1
    Risk Society and Science Education.Maurício Pietrocola, Ernani Rodrigues, Filipe Bercot & Samuel Schnorr - 2021 - Science & Education 30 (2):209-233.
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  6.  3
    Pre-Service Teachers’ Analysis of Claims About COVID-19 in an Online Course.Deniz Saribas & Ertan Çetinkaya - 2021 - Science & Education 30 (2):235-266.
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  7.  2
    Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science.Xiaoming Shi - 2021 - Science & Education 30 (2):409-440.
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  8.  2
    The Presentation of Science Practice in Twenty Historical Cases.Bing Wei & Yaqing Wang - 2021 - Science & Education 30 (2):365-380.
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  9.  10
    Students’ Views of Nature of Science.Hagop A. Yacoubian - 2021 - Science & Education 30 (2):381-408.
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  10. Development of the Inquiry-Based Science Teaching Efficacy Scale for Primary Teachers.Mehmet Aydeniz, Kader Bilican & Burcu Senler - 2021 - Science & Education 30 (1):103-120.
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  11.  3
    Mediating Students’ Fixation with Grades in an Inquiry-Based Undergraduate Biology Course.Dayna Jean DeFeo, Trang C. Tran & Sarah Gerken - 2021 - Science & Education 30 (1):81-102.
    The paper analyzes focus group data to explore student perceptions of an inquiry-based undergraduate biology course. Though the course was designed to mimic the scientific process by incorporating uncertainty, peer review, and self-reflection, students came to class focused on getting As and with a developed schema for didactic instruction and passive learning. They perceived the autonomy and self-directedness of the learning experience as a threat to their grades, and responded with strategies that protected their grades and ego, but were deleterious (...)
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  12.  6
    Elly Vintiadis, Constantin Mekios (Eds): Brute Facts, Emergence, and Scientific Explanation.Max Kistler - 2021 - Science & Education 30 (1):189-199.
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  13.  2
    The Present Shock and Time Re-Appropriation in the Pandemic Era.Olivia Levrini, Paola Fantini, Eleonora Barelli, Laura Branchetti, Sara Satanassi & Giulia Tasquier - 2021 - Science & Education 30 (1):1-31.
    The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this paper, we present an exploratory qualitative study with secondary school students aimed to investigate how they were experiencing their learning during lockdown and how, in particular, (...)
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  14. Exploring Spatial Cognitive Process Among STEM Students and Its Role in STEM Education.Xiaoshan Li & Wenjing Wang - 2021 - Science & Education 30 (1):121-145.
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  15.  3
    A Review of Michael Matthews’ Feng Shui. [REVIEW]Michael John Paton - 2021 - Science & Education 30 (1):181-187.
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  16.  1
    The Impact of Personal Moral Philosophies on the Safe Practice of Students in Chemistry and Related Majors.Xiaohong Ren, Xiaoyan Wang, Xinglong Jin & Mengting Li - 2021 - Science & Education 30 (1):67-80.
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  17.  9
    Guiding Physics Teachers by Following in Galileo’s Footsteps.Maayan Schvartzer, Michael Elazar & Shulamit Kapon - 2021 - Science & Education 30 (1):165-179.
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  18.  4
    Talking Science.Yilmaz Soysal - 2021 - Science & Education 30 (1):33-65.
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  19.  4
    Beyond a Pragmatic Account of the Aesthetic in Science Education.Maurizio Toscano & John Quay - 2021 - Science & Education 30 (1):147-163.
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