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John L. Rudolph [6]John Rudolph [2]
  1.  6
    Turning Science to Account.John L. Rudolph - 2005 - Isis 96 (3):353-389.
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  2.  35
    Inquiry, Instrumentalism, and the Public Understanding of Science.John L. Rudolph - 2005 - Science Education 89 (5):803-821.
    Two seemingly complementary trends stand out currently in school science education in the United States: one is the increased emphasis on inquiry activities in classrooms, and the other is the high level of attention given to student understanding of the nature of science. This essay looks at the range of activities that fall within the first trend, noting, in particular, the growing popularity of inquiry activities that engage students in engineering-type tasks. The potential for public disengagement from science and technology (...)
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  3.  14
    Portraying Epistemology: School Science in Historical Context.John L. Rudolph - 2003 - Science Education 87 (1):64-79.
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  4.  82
    Science Education: History at the Edge.John L. Rudolph - 2011 - Studies in History and Philosophy of Science Part C 42 (2):270-273.
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  5.  17
    Considering the Nature of Scientific Problems When Designing Science Curricula.James Stewart & John L. Rudolph - 2001 - Science Education 85 (3):207-222.
  6.  4
    Science Education: History at the Edge.John L. Rudolph - 2011 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 42 (2):270-273.
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  7.  4
    Introduction to Special Issue: Science Studies and Science Education.Richard Duschl, Sibel Erduran, Richard Grandy & John Rudolph - 2008 - Science Education 92 (3):385-388.
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