Threshold practices as a key in supporting students’ epistemic agency in the science classroom

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science Education Pub Date : 2024-02-08 DOI:10.1080/09500693.2024.2314008

Phil Seok Oh, Heesoo Ha, Seungho Maeng

引用次数: 0

Abstract

The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, s...

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阈限实践是支持学生在科学课堂上发挥认识能动性的关键

科学教育领域一直致力于为学生提供机会，让他们将自己定位为追求认识自然现象的认识论主体。然而，这...

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来源期刊

International Journal of Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

13.00%

发文量

109

期刊介绍： The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert.