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Open Access research that responds to the COVID-19 pandemic...

Strathprints makes available scholarly Open Access content seeking to respond to the medical, scientific, economic and social emergencies arising from the COVID-19 pandemic. Researchers from across the Faculties of Science, Engineering, Business and the Humanities, Arts & Social Sciences (HaSS) are all contributing to improved human understanding of -- or solutions to -- the issues surrounding management of the pandemic and the post-pandemic recovery.

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Group by: Publication Date | Item type | No Grouping
Jump to: 2015 | 2013 | 2012 | 2011 | 2010 | 2007 | 2006 | 2005 | 2004
Number of items: 15.

2015

Salehjee, Saima and Watts, Mike (2015) Science lives : school choices and 'natural tendencies'. International Journal of Science Education, 37 (4). pp. 727-743. ISSN 0950-0693

2013

Bryce, Thomas and Blown, Eric (2013) Children's concepts of the shape and size of the earth, sun and moon. International Journal of Science Education, 35 (3). pp. 388-446. ISSN 0950-0693

2012

Bryce, T. G. K. and Blown, E. J. (2012) The novice-expert continuum in astronomy knowledge. International Journal of Science Education, 34 (4). pp. 545-587. ISSN 0950-0693

Day, P.S. and Bryce, Thomas (2012) The benefits of cooperative learning to socio-scientific discussion in secondary school science. International Journal of Science Education. ISSN 0950-0693

Findlay, Morag and Bryce, Thomas (2012) From teaching physics to teaching children : beginning teachers learning from pupils. International Journal of Science Education, 34 (17). pp. 2727-2750. ISSN 0950-0693

2011

Day, Stephen P. and Bryce, Tom G.K. (2011) Does the discussion of socio‚Äźscientific issues require a paradigm shift in science teachers' thinking? International Journal of Science Education, 33 (12). pp. 1675-1702. ISSN 0950-0693

2010

Christie, D. and Karagiannidou, E. (2010) Cooperative learning in science: follow-up from primary to high school. International Journal of Science Education, 32 (4). pp. 501-522. ISSN 0950-0693

Blown, Eric and Bryce, Tom (2010) Conceptual coherence revealed in multi-modal representations of astronomy knowledge. International Journal of Science Education, 32 (1). pp. 31-67. ISSN 0950-0693

Bond, Clare E and Philo, Chris and Shipton, Zoe (2010) When there isn't a right answer : interpretation and reasoning, key skills for twenty-first century geoscience. International Journal of Science Education. pp. 1-24. ISSN 0950-0693

2007

Bryce, T.G.K. and Blown, E.J. (2007) Gender effects in children's development and education. International Journal of Science Education, 29 (13). pp. 1655-1678. ISSN 0950-0693

2006

Bryce, Tom G.K. and Blown, E. (2006) Cultural mediation of children's cosmologies: a longitudinal study of the astronomy concepts of Chinese and New Zealand children : a longitudinal study of the astronomy concepts of Chinese and New Zealand children. International Journal of Science Education, 28 (10). pp. 1113-1160. ISSN 0950-0693

McNally, Jim (2006) Confidence and loose opportunism in the science classroom : towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education, 28 (4). pp. 423-438. ISSN 0950-0693

Blown, E. and Bryce, T.G.K. (2006) Knowledge restructuring in the development of children's cosmologies. International Journal of Science Education, 28 (12). pp. 1411-1462. ISSN 0950-0693

2005

Bryce, Tom and MacMillan, Kenneth (2005) Encouraging conceptual change: the use of bridging analogies in the teaching of action-reaction forces and the 'at rest' condition in physics : the use of bridging analogies in the teaching of action-reaction forces and the 'at rest' condition in physics. International Journal of Science Education, 27 (6). pp. 737-763. ISSN 0950-0693

2004

Bryce, Tom and Gray, Donald (2004) Tough acts to follow: the challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 26 (6). pp. 717-733. ISSN 0950-0693

This list was generated on Sun Jun 20 11:55:33 2021 BST.