The continuity of learning in a translanguaging science classroom Annika KarlssonPia Nygård LarssonAnders Jakobsson Original Paper Open access 17 May 2019 Pages: 1 - 25
A cultural-historical perspective on the multimodal development of concepts in science lectures Lilian PozzerWolff-Michael Roth Original Paper 13 April 2019 Pages: 31 - 70
Semiotic work in the science classroom Jeff BezemerGunther Kress Forum Open access 27 September 2019 Pages: 71 - 74
“It’s the magic circle”! using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship Pei-Ling Hsu Original Paper 06 February 2019 Pages: 75 - 98
Using cogenerative dialogue to address heightened emotions with difficult students Senka HendersonJennifer L. OakleyDonna King Forum 18 July 2019 Pages: 99 - 110
Cogenerative dialogues, emotional conflicts and polyvagal theory: links to science learning Seng-Chee TanAik-Ling Tan Forum 16 July 2019 Pages: 111 - 119
In search of a better means of increasing student receptivity to science: a look at American Buddhists and their disproportionately high acceptance of the theory of evolution Elizabeth Watts Original Paper 08 April 2019 Pages: 121 - 141
Bringing a dialogue between Buddhist multilogicality and evolutionary science into the science classroom Helen Kwah Forum 11 April 2019 Pages: 143 - 155
Deep teaching in a college STEM classroom Bryan M. Dewsbury Original Paper 19 March 2019 Pages: 169 - 191
Beads and beadwork as cultural artifacts used in mediating learners’ agentic constructs in science classrooms: a case for place-based learning Sina J. FakoyedeFemi S. Otulaja Original Paper 06 April 2019 Pages: 193 - 210
The co-existence of cultural and school science models in indigenous Mexican teachers: the mixing colors case Leticia Gallegos-CázaresFernando Flores-CamachoElena Calderón-Canales Original Paper 21 May 2019 Pages: 211 - 239
Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers Ingeborg KrangeKenneth SilsethPalmyre Pierroux Original Paper 13 April 2019 Pages: 241 - 263
When “scary” science “just feels wrong”: how the facts in a masculine fact-based debate couldn’t stop science students’ feminine feelings Auli Arvola Orlander Original Paper Open access 15 May 2019 Pages: 265 - 285
‘What’s in a name? The power of the English language in secondary school science education’ Wilton George Lodge Original Paper Open access 04 June 2019 Pages: 287 - 301
A critical review of Integrating Ubunifu, informal science, and community innovations in science classrooms in East Africa Peter C. Samuels Op-Ed Open access 06 June 2019 Pages: 303 - 305
Emotions and emotional energy in the science classroom: a discussion of measurement Reza Feyzi Behnagh Forum 20 April 2019 Pages: 307 - 315