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Science Education for all, some or just a few?

Cultural studies of science education, 2014, Vol.9 (2), p.255

Hussenius, Anita

2014

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“Shut up and calculate”: the available discursive positions in quantum physics courses

Cultural studies of science education, 2018-03, Vol.13 (1), p.205-226

2018

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Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic

Cultural studies of science education, 2018-06, Vol.13 (2), p.353-370

2018

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Testing and cheating: technologies of power and resistance

Cultural studies of science education, 2021-12, Vol.16 (4), p.1315-1334

Doerr, Katherine

2021

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The production of contraceptive cyborgs in Swedish upper secondary sexuality education

Cultural studies of science education, 2022-06, Vol.17 (2), p.541-556

2022

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A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities

Cultural studies of science education, 2020-12, Vol.15 (4), p.885-910

Günther-Hanssen, Anna

2020

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Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity

Cultural studies of science education, 2019-12, Vol.14 (4), p.879-895

2019

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Implementation of inquiry-based science education in different countries: some reflections

Cultural studies of science education, 2018-06, Vol.13 (2), p.607-615

Rundgren, Carl-Johan

2018

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Science education in a bilingual class: problematising a translational practice

Cultural studies of science education, 2018-06, Vol.13 (2), p.317-340

2018

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Situated meaning-making of the human body: a study of elementary school children’s reasons in two different activities

Cultural studies of science education, 2014-03, Vol.9 (1), p.173-191

2014

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Chemistry inside an Epistemological Community Box: Discursive Exclusions and Inclusions in Swedish National Assessments in Chemistry

Cultural studies of science education, 2017, Vol.12 (2), p.395

2017

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When “scary” science “just feels wrong”: how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings

Cultural studies of science education, 2020-03, Vol.15 (1), p.265-285

Orlander, Auli Arvola

2020

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Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

Cultural studies of science education, 2018-03, Vol.13 (1), p.147-161

Sjöström, Jesper

2018

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The many roles of “explanation” in science education: a case study

Cultural studies of science education, 2016-12, Vol.11 (4), p.837-868

Rocksén, Miranda

2016

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Signs of taste for science: a methodology for studying the constitution of interest in the science classroom

Cultural studies of science education, 2015-06, Vol.10 (2), p.339-368

2015

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Discerning selective traditions in science education: a qualitative study of teachers’ responses to what is important in science teaching

Cultural studies of science education, 2016-06, Vol.11 (2), p.387-409

Sund, Per

2016

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Inviting queer ideas into the science classroom: studying sexuality education from a queer perspective

Cultural studies of science education, 2014-06, Vol.9 (2), p.377-391

Lundin, Mattias

2014

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Learning from metaphors

Cultural studies of science education, 2015-09, Vol.10 (3), p.695-705

Lundegård, Iann

2015

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Learning to argue as a biotechnologist: disprivileging opposition to genetically modified food

Cultural studies of science education, 2014-03, Vol.9 (1), p.1-23

2014

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Institutional traditions in teachers’ manners of teaching

Cultural studies of science education, 2012-03, Vol.7 (1), p.111-127

2012

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“What if we were in a test tube?” Students’ gendered meaning making during a biology lesson about the basic facts of the human genitals

Cultural studies of science education, 2014-06, Vol.9 (2), p.409-431

Orlander, Auli Arvola

2014

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Bodily experiences in secondary school biology

Cultural studies of science education, 2011-09, Vol.6 (3), p.569-594

2011

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Altering conditions for student participation and motive development in school science: learning from Helena’s mistake

Cultural studies of science education, 2012-06, Vol.7 (2), p.425-438

Andree, Maria

2012

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Biotechnology education as social and cultural production/reproduction of the biotechnology community

Cultural studies of science education, 2014-03, Vol.9 (1), p.25-30

Andrée, Maria

2014

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How can conceptual schemes change teaching?

Cultural studies of science education, 2012-03, Vol.7 (1), p.129-136

Wickman, Per-Olof

2012

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Science Education for all, some or just a few?

“Shut up and calculate”: the available discursive positions in quantum physics courses

Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic

Testing and cheating: technologies of power and resistance

The production of contraceptive cyborgs in Swedish upper secondary sexuality education

A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities

Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity

Implementation of inquiry-based science education in different countries: some reflections

Science education in a bilingual class: problematising a translational practice

Situated meaning-making of the human body: a study of elementary school children’s reasons in two different activities

Chemistry inside an Epistemological Community Box: Discursive Exclusions and Inclusions in Swedish National Assessments in Chemistry

When “scary” science “just feels wrong”: how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

The many roles of “explanation” in science education: a case study

Signs of taste for science: a methodology for studying the constitution of interest in the science classroom

Discerning selective traditions in science education: a qualitative study of teachers’ responses to what is important in science teaching

Inviting queer ideas into the science classroom: studying sexuality education from a queer perspective

Learning from metaphors

Learning to argue as a biotechnologist: disprivileging opposition to genetically modified food

Institutional traditions in teachers’ manners of teaching

“What if we were in a test tube?” Students’ gendered meaning making during a biology lesson about the basic facts of the human genitals

Bodily experiences in secondary school biology

Altering conditions for student participation and motive development in school science: learning from Helena’s mistake

Biotechnology education as social and cultural production/reproduction of the biotechnology community

How can conceptual schemes change teaching?

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