Interchange, an externally refereed educational quarterly, explores educational theory, research, analysis, history, philosophy, policy, and practices. The journal fosters exchanges among practitioners, policy makers, and scholars and provides a forum for ideas and opinions on issues and trends in education.
Focusing on frank, often argumentative articles on the fundamental purposes of education, the journal frequently challenges conventional assumptions about general education and higher education from the perspectives of philosophy and the social sciences. All contributions to this journal are peer reviewed.
As a special feature, the journal publishes responses to articles—and frequently responses to responses—in the same issue as the published article in question.
- 45 Volumes
- 160 Issues
- 1,566 Articles
- 2 Open Access
- 1970 - 2014 Available between
The Relevance of History of Biology to Teaching and Learning in the Life Sciences: The Case of Mendel’s Laws
Zoubeida R. Dagher (February 2015)
How to Cope with Gauss’s Errors? Motivation for Teaching Data and Uncertainty Analysis from a History of Science Perspective
Susanne Heinicke (February 2015)
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