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My Items
Collins, H., and Pinch, T. (1993). The Golem: What Everyone Should Know About Science. Cambridge, England: Cambridge University Press.
Kress, G.R., and Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London, England: Hodder Arnold.
Latour, B. (1990). Visualization and cognition: Drawing things together. In M. Lynch and S. Woolgar (Eds.), Representation in Scientific Activity (pp. 19-68). Cambridge, MA: MIT Press.
Layton, D. (1973). Science for the People: The Origins of the School Science Curriculum in England. London, England: Allen & Unwin.
National Academy of Engineering and National Research Council. (2009). Engineering in K-12 Education: Understanding the Status and Improving the Prospects. Committee on K-12 Engineering Education. L. Katehi, G. Pearson, and M. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Resnick, L., Michaels, S., and O’Connor, C. (2010). How (well-structured) talk builds the mind. In R. Sternberg and D. Preiss (Eds.), From Genes to Context: New Discoveries about Learning from Educational Research and Their Applications (pp. 163-194). New York: Springer.
Resnick, L., Michaels, S., and O’Connor, C. (2010). How (well-structured) talk builds the mind. In R. Sternberg and D. Preiss (Eds.), From Genes to Context: New Discoveries about Learning from Educational Research and Their Applications (pp. 163-194). New York: Springer.
Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N.G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., and Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419.
Alexander, R.J. (2005). Towards Dialogic Teaching: Rethinking Classroom Talk. York, England: Dialogos.
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