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Refined by: Journal Title: International Journal Of Science Education remove subject: Teachers remove subject: Teaching Methods remove
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1
Extraction of Scientific Semantic Networks from Science Textbooks and Comparison with Science Teachers' Spoken Language by Text Network Analysis
Extraction of Scientific Semantic Networks from Science Textbooks and Comparison with Science Teachers' Spoken Language by Text Network Analysis
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Extraction of Scientific Semantic Networks from Science Textbooks and Comparison with Science Teachers' Spoken Language by Text Network Analysis

International journal of science education, 2018-11, Vol.40 (17), p.2118 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2018.1521536

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2
Hybrid Language as a Tool for Enhancing Involvement in Learning a Biochemistry Process: A Self-Study
Hybrid Language as a Tool for Enhancing Involvement in Learning a Biochemistry Process: A Self-Study
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Hybrid Language as a Tool for Enhancing Involvement in Learning a Biochemistry Process: A Self-Study

International journal of science education, 2023-01, Vol.45 (1), p.1 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2022.2150527

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3
The Epistemic Dimension in the Approach to Questioning in Chemistry Classes: A Comparative Study of Pedagogical Practice in Different Social Contexts
The Epistemic Dimension in the Approach to Questioning in Chemistry Classes: A Comparative Study of Pedagogical Practice in Different Social Contexts
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The Epistemic Dimension in the Approach to Questioning in Chemistry Classes: A Comparative Study of Pedagogical Practice in Different Social Contexts

International journal of science education, 2021-10, Vol.43 (15), p.2534 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2021.1973142

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4
The Dissonance between Scientific Evidence, Diversity and Dialogic Pedagogy in the Science Classroom
The Dissonance between Scientific Evidence, Diversity and Dialogic Pedagogy in the Science Classroom
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The Dissonance between Scientific Evidence, Diversity and Dialogic Pedagogy in the Science Classroom

International journal of science education, 2020-01, Vol.42 (2), p.190 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2019.1706114

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5
"Does It Answer the Question or Is It French Fries?": An Exploration of Language Supports for Scientific Argumentation
"Does It Answer the Question or Is It French Fries?": An Exploration of Language Supports for Scientific Argumentation
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"Does It Answer the Question or Is It French Fries?": An Exploration of Language Supports for Scientific Argumentation

International journal of science education, 2017-03, Vol.39 (5), p.528 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2017.1294785

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6
'The Pre-Service Teacher Tango': Pairing Literacy and Science in Multilingual Australian Classrooms
'The Pre-Service Teacher Tango': Pairing Literacy and Science in Multilingual Australian Classrooms
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'The Pre-Service Teacher Tango': Pairing Literacy and Science in Multilingual Australian Classrooms

International journal of science education, 2020-09, Vol.42 (14), p.2493 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2019.1634852

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7
Engaging in Vocabulary Learning in Science: The Promise of Multimodal Instruction
Engaging in Vocabulary Learning in Science: The Promise of Multimodal Instruction
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Engaging in Vocabulary Learning in Science: The Promise of Multimodal Instruction

International journal of science education, 2018-02, Vol.40 (3), p.328 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2017.1420267

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8
Representations as Mediation between Purposes as Junior Secondary Science Students Learn about the Human Body
Representations as Mediation between Purposes as Junior Secondary Science Students Learn about the Human Body
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Representations as Mediation between Purposes as Junior Secondary Science Students Learn about the Human Body

International journal of science education, 2018-01, Vol.40 (2), p.204 [Peer Reviewed Journal]

ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2017.1407464

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9
Intentions and Actions in Molecular Self-Assembly: Perspectives on Students' Language Use
Intentions and Actions in Molecular Self-Assembly: Perspectives on Students' Language Use
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Intentions and Actions in Molecular Self-Assembly: Perspectives on Students' Language Use

International journal of science education, 2017-04, Vol.39 (6), p.627 [Peer Reviewed Journal]

ISSN: 0950-0693 ;ISSN: 1464-5289 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2017.1298870

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