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Arthur Stinner [15]Art Stinner [4]
  1.  28
    The Renewal of Case Studies in Science Education.Arthur Stinner, Barbara A. McMillan, Don Metz, Jana M. Jilek & Stephen Klassen - 2003 - Science & Education 12 (7):617-643.
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  2.  8
    Contextual Settings, Science Stories, and Large Context Problems: Toward a More Humanistic Science Education.Arthur Stinner - 1995 - Science Education 79 (5):555-581.
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  3.  58
    Lord Kelvin and the Age-of-the-Earth Debate: A Dramatization.Art Stinner & Jürgen Teichmann - 2003 - Science & Education 12 (2):213-228.
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  4.  4
    The Pendulum: Its Place in Science, Culture and Pedagogy.Michael R. Matthews, Colin Gauld & Arthur Stinner - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (4/5):261-277.
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  5.  9
    A Role for Historical Experiments: Capturing the Spirit of the Itinerant Lecturers of the 18th Century.Don Metz & Art Stinner - 2007 - Science & Education 16 (6):613-624.
  6.  10
    Representing Science Through Historical Drama.Deborah L. Begoray & Arthur Stinner - 2005 - Science & Education 14 (3-5):457-471.
  7.  2
    Science Textbooks and Science Teaching: From Logic to Evidence.Arthur Stinner - 1992 - Science Education 76 (1):1-16.
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  8.  7
    The Teaching of Physics and the Contexts of Inquiry: From Aristotle to Einstein.Arthur Stinner - 1989 - Science Education 73 (5):591-605.
  9.  17
    Providing a Contextual Base and a Theoretical Structure to Guide the Teaching of Science From Early Years to Senior Years.Arthur Stinner - 1996 - Science & Education 5 (3):247-266.
  10.  17
    Historical and Pedagogical Perspectives on Entertainment, Popularization and Learning in Science.Jürgen Teichmann, Art Stinner & Falk Riess - 2007 - Science & Education 16 (6):511.
  11. Winnipeg, Manitoba, Canada, 30 July–3 August 2003 The International History, Philosophy & Science Teaching Group is Holding its Seventh International Conference at the University of Winnipeg in Manitoba, Canada From Wednesday (Evening) 30 July to Sunday (Noon) 3 August 2003. Educators, Historians, Philosophers, Teachers, Scientists, and Cognitive Scientists From Over 30 Countries Will Engage with Theoretical, Curricular, and Pedagogical Issues In. [REVIEW]Arthur Stinner - 2003 - Science & Education 12:127-129.
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  12.  15
    Introduction.Michael R. Matthews, Colin Gauld & Arthur Stinner - 2004 - Science & Education 13 (7-8):609-611.
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  13.  18
    Introduction: Footprints in the Snow.Don Metz & Art Stinner - 2005 - Science & Education 14 (3):5-6.
  14. JILEK; Jana M. And KLASSEN, Stephen. Wow and What Can We Learn From Replicating Historical Experiments? A Case Study.Arthur Stinner, Barbara A. Mcmillan & Don Metz - 2003 - Science & Education 12:617-663.
     
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  15.  19
    Linking 'the Book of Nature'and 'the Book of Science': Using Circular Motion as an Exemplar Beyond the Textbook.Arthur Stinner - 2001 - Science & Education 10 (4):323-344.
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  16.  12
    From William Hyde Wollaston to Alexander von Humboldt - Star Spectra and Celestial Landscape.Jürgen Teichmann & Arthur Stinner - 2014 - Annals of Science 71 (1):1-34.
    The discovery of dark lines in the spectrum of the sun as well as in some fixed stars since 1802 by William Hyde Wollaston, Joseph Fraunhofer and Johann Lamont is a relatively isolated phenomenon in the history of astronomy of the first half of the 19th century. Wollaston's representation of the sun's spectrum of 1802 can be seen as a simplification and reduction of the phenomenon by way of a seemingly clear connection with contemporary knowledge. Fraunhofer's famous colour etching of (...)
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