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Corrigendum

Research in science & technological education. Volume 36:Number 1 (2018, January 2nd); pp 130-130 -- Routledge, Taylor & Francis Group

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The use of organising purposes in science instruction as a scaffolding mechanism to support progressions: a study of talk in two primary science classrooms

Johansson, Annie-Maj; Wickman, Per-Olof

Research in science & technological education. Volume 36:Issue 1 (2018); pp 1-16 -- Routledge, Taylor & Francis Group

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Secondary school learners' contextualized knowledge about reflection and refraction: a case study from South Africa

John, Merlin; Molepo, Jacob Maisha; Chirwa, Max

Research in science & technological education. Volume 36:Number 2 (2018, April 3rd); pp 131-146 -- Routledge, Taylor & Francis Group

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Using climate change scenarios to assess high school students' argumentation skills

Dawson, Vaille; Carson, Katherine

Research in science & technological education. Volume 35:Issue 1 (2017); pp 1-16 -- Routledge, Taylor & Francis Group

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Swedish technology teachers' attitudes to their subject and its teaching

Nordlöf, Charlotta; Höst, Gunnar E.; Hallström, Jonas

Research in science & technological education. Volume 35:Issue 2 (2017); pp 195-214 -- Routledge, Taylor & Francis Group

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Research in Science & Technological Education

Research in science & technological education. Volume 35:Issue 4 (2017); pp ebi-ebi -- Routledge, Taylor & Francis Group

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Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science

Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos

Research in science & technological education. Volume 36:Issue 2 (2018); pp 205-225 -- Routledge, Taylor & Francis Group

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Exploring the music: a teaching-learning sequence about sound in authentic settings

Iliaki, Georgia et al.

Research in science & technological education. Volume 37:Number 2 (2019, April 3rd); pp 218-238 -- Routledge, Taylor & Francis Group

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Secondary school learners' contextualized knowledge about reflection and refraction: a case study from South Africa

John, Merlin; Molepo, Jacob Maisha; Chirwa, Max

Research in science & technological education. Volume 36:Issue 2 (2018); pp 131-146 -- Routledge, Taylor & Francis Group

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Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9 students

Wagaba, Francis et al.

Research in science & technological education. Volume 34:Issue 3 (2016); pp 253-272 -- Routledge, Taylor & Francis Group

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