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Science in Social Issues: Implications for Teaching
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Science in Social Issues: Implications for Teaching (1982)Science in Social Issues: Implications fo…Using a Boundary Object Perspective to Reconsider the Meaning of STEM in a Canadian Context (2016)Using a Boundary Object Persp…Humanistic Perspectives in the Science Curriculum (2013)Humanistic Perspectives in th…The Advantages of an STS Approach Over a Typical Textbook Dominated Approach in Middle School Science (2006)The Advantages of an STS Appr…The Role of Assessment in Science Curriculum Reform (2001)The Role of Assessment in Sci…STS Science in Canada From Policy to Student Evaluation (2000)STS Science in Canada From Po…Science Education: Border Crossing into the Subculture of Science (1996)Science Education: Border Cro…Getting Serious About Priorities in Science Education1 (1993)Getting Serious About Priorit…Students’ versus their teachers’ beliefs and positions on science/technology/society‐oriented issues. (1991)Students’ versus their teache…Goal attainment in science‐technology‐society (S/T/S) education and reality: The case of British Columbia (1990)Goal attainment in science‐te…The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions. (1964)National Science Education Standards (1995)The Development of a New Instrument: ‘Views on Science—Technology—Society’ (VOSTS) (1992)STS education: international perspectives on reform (1995)National Science Education Standards (1996)Science in Action (1987)Cognition in Practice (1988)Articulating communities: Sociocultural perspectives on science education (2001)Learning science in informal environments : people, places, and pursuits (2009)Situated learning in science education: socio‐scientific issues as contexts for practice (2009)The Interpretation of Cultures (2017)In a Different Voice: Psychological Theory and Women's Development. (1983)Scientific literacy: A conceptual overview (2000)In Search of Understanding: The Case for Constructivist Classrooms (1993)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education (2020)Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios (2020)What Research Says to the Science Teacher. (1978)The myth of equality in science classrooms (1983)Adolescent reasoning in socio‐scientific issues, part I: Social cognition (1986)The Journal of College Science Teaching (1971)What Research Says to the Science Teacher (1978)Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39 (1989)STEM, STEM Education, STEMmania (2009)This is Not a Boundary Object: Reflections on the Origin of a Concept (2010)Power/Knowledge: Selected Interviews and Other Writings 1972-1977 (1980)Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)
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  • 1996Science Education: Border Crossing into the Subculture of Science1,056 cited
  • 2006The Advantages of an STS Approach Over a Typical Textbook Dominated Approach in Middle School Science54 cited
  • 2016Using a Boundary Object Perspective to Reconsider the Meaning of STEM in a Canadian Context51 cited
  • 2001The Role of Assessment in Science Curriculum Reform48 cited
  • 1991Students’ versus their teachers’ beliefs and positions on science/technology/society‐oriented issues.46 cited
  • 2013Humanistic Perspectives in the Science Curriculum45 cited
  • 1993Getting Serious About Priorities in Science Education145 cited
  • 1990Goal attainment in science‐technology‐society (S/T/S) education and reality: The case of British Columbia45 cited
  • 2000STS Science in Canada From Policy to Student Evaluation42 cited

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