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Epistemic features of science teachers’talk: comparing the discursive practices of two science teachers

Epistemic features of science teachers’talk: comparing the discursive practices of two science teachers
Epistemic features of science teachers’talk: comparing the discursive practices of two science teachers
978-9963-700-44-8
8-14
European Science Education Research Association
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Bruguière, C.
Tiberghien, A.
Clément, P.
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Bruguière, C.
Tiberghien, A.
Clément, P.

Christodoulou, Andri and Osborne, Jonathan (2012) Epistemic features of science teachers’talk: comparing the discursive practices of two science teachers. Bruguière, C., Tiberghien, A. and Clément, P. (eds.) In Science Learning and Citizenship (Proceedings of ESERA 2011). European Science Education Research Association. pp. 8-14 .

Record type: Conference or Workshop Item (Paper)
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More information

Published date: 2012
Venue - Dates: Science Learning and Citizenship ESERA 2011, France, 2011-09-05 - 2011-09-09
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 361718
URI: https://eprints.soton.ac.uk/id/eprint/361718
ISBN: 978-9963-700-44-8
PURE UUID: 00b3ad4e-22f3-49ec-98c6-a71744e1a12a

Catalogue record

Date deposited: 31 Jan 2014 11:39
Last modified: 18 Jul 2017 02:59

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Contributors

Author: Jonathan Osborne
Editor: C. Bruguière
Editor: A. Tiberghien
Editor: P. Clément

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