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  3. Vol 4 No 1 (2014): Inquiry-based Learning and Education through Science

DOI: https://doi.org/10.26529/cepsj.4.1
Published: 2014-03-31

Full Issue

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EDITORIAL

  • EDITORIAL
    Jack Holbrook, Iztok Devetak
    5-8
    • PDF

FOCUS

  • The Philosophy and Approach on which the PROFILES Project is Based
    Jack Holbrook, Miia Rannikmäe
    9-29
    • PDF
  • Promoting Societal-Oriented Communication and Decision Making Skills by Learning about Advertising in Science Education
    Nadja Belova, Ingo Eilks
    31-49
    • PDF
  • Investigating Preschool and Primary School Teachers’ Self-Efficacy and Needs in Teaching Science: A Pilot Study
    Susanne Walan, Shu-Nu Chang Rundgren
    51-67
    • PDF
  • Teaching Chemistry about ‘Stevia’ – A Case of Cooperative Curriculum Innovation within PROFILES in Germany
    Marc Stuckey, Marianne Lippel, Ingo Eilks
    69-83
    • PDF
  • Scaffolding in a Medicine Education Intervention for Student Teachers Based on the PROFILES Three Stage Model
    Sirpa Kärkkäinen, Jari Kukkonen, Tuula Keinonen
    85-100
    • PDF

VARIA

  • The (Un)Attractiveness of Vocational and Technical Education: Theoretical Background
    Miha Lovšin
    101-120
    • PDF
  • Child Participation in Family-School Cooperation
    Dubravka Maleš, Barbara Kušević, Ana Širanović
    121-136
    • PDF

REVIEW

  • Khine Swe, M. (Ed.) (2013) Critical Analysis of Science Textbooks: Evaluating instructional effectiveness
    Miha Slapničar
    137-141
    • PDF
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ISSN 2232-2647 (online edition)

ISSN 1855-9719 (printed edition)

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