Publications
Below you will find our recent publications. In the menu on the left, you will find the archive of our publications sorted by year.
2023
Lederman,
J. S., Bartels, S., Jimenez, J., Lederman, N. G., Acosta, K., Adbo,
K., Akerson, V. L., Andrade, M. A. B. S. D., Avraamidou,
L., Barber, K-A., Blanquet, E., Boujaoude, S., Cardoso, R.,
Cesljarev, C. D., Chaipidech, P., Connolly, C. P., Crowther, D. T.,
Das, P. M., Dogan, Ö. K., ... Zhu, Q. (2023). Completing
the progression establishing an international baseline of primary,
middle and secondary students’ views of scientific
inquiry. International Journal of Science
Education. https://doi.org/10.1080/09500693.2023.2256458
van
der Leij, T., Goedhart, M., Avraamidou,
L., & Wals, A. (2023). Designing a module for
supporting secondary biology students’ morality through
socioscientific issues in the human-nature context.
Journal of Biological Education. Advance
online publication. https://doi.org/10.1080/00219266.2023.2174160
Nipyrakis,
A., Stavrou, D., & Avraamidou, L. (2023).
Designing technology-enhanced science experiments in
elementary teacher preparation: The role of learning
communities. Research in science &
technological education. Advance online publication. https://doi.org/10.1080/02635143.2023.2202386
Tzortzoglou,
F., Kosmas, P., & Avraamidou, L. (2023).
Design of a location-based augmented reality game for the
development of key 21st century competences in primary
education. Contemporary Educational
Technology, 15(3), Article ep432. https://doi.org/10.30935/cedtech/13221
Danielsson,
A., Avraamidou, L., & Gonsalves, A. (2023).
GENDER MATTERS: Building on the Past, Recognizing the
Present, and Looking Toward the Future. In Handbook of
Research on Science Education: Volume III (1st ed., Vol. 3,
pp. 263-290). Taylor and Francis Inc.. https://doi.org/10.4324/9780367855758-12
van
der Leij, T., Goedhart, M., Avraamidou,
L., & Wals, A. (2023). High school biology
students’ use of values in their moral argumentation and
decision-making. Journal of moral
education. Advance online publication. https://doi.org/10.1080/03057240.2023.2185595
Bargiela,
I. M., Puig, B., Blanco-Anaya, P., & Avraamidou,
L. (2023). Inquiry and Argumentation Practices Enacted
by Early Students in an Inquiry Cycle About Gravity and Air
Friction. In G. S. Carvalho, A. S. Afonso, & Z.
Anastácio (Eds.), Fostering Scientific Citizenship in an
Uncertain World (pp. 183-199). (Contributions from Science
Education Research; Vol. 13). Springer Science and Business Media
B.V.. https://doi.org/10.1007/978-3-031-32225-9_12
Avraamidou,
L. (2023). Science is for everyone: Possible
futures, possible selves. (Inaugural Lectures).
University of Groningen Press. https://doi.org/10.21827/64b546f09021e
Heeg,
D. M., & Avraamidou, L. (2023). The
use of Artificial intelligence in school science: a systematic
literature review. Educational Media
International, 60(2), 125-150. https://doi.org/10.1080/09523987.2023.2264990
Gonsalves,
A. J., Danielsson, A. T., Avraamidou, L.,
Nyström, A-S., & Esquivel, R. (2023). Using
story-based methodologies to explore physics identities: How do
moments add up to a life in physics? Physical
Review Physics Education Research, 19, Article
020106. https://doi.org/10.1103/PhysRevPhysEducRes.19.020106
Nipyrakis,
A. (2023). Integrated STEM Education:
teachers’ views and design practices. [Thesis
fully internal (DIV), University of Groningen]. University of
Groningen. https://doi.org/10.33612/diss.569362486
Bakker,
A-M., & Telli, S. (2023). Primary School
Student’s Scientist Perception and their Attitudes towards
Science: A Case Study. International Journal of
Research in Education and Science , 9(2),
473-511. https://doi.org/10.46328/ijres.3087
Goedhart,
M., & Pilot, A. (2023). Chemiedidactisch
Onderzoek. is er nog toekomst? NVOX,
48(6), 16-18.
Munfaridah,
N., & Goedhart, M. (2023). Multiple
representations (MR)-based instructional approach in support of
physics identity and physics teachers’ identity development:
Design considerations. Momentum: Physics Education
Journal, 7(1), 1-16. https://doi.org/10.21067/mpej.v7i1.6982
Goedhart,
M., & Hoebens, M. (2023). Nieuwe
examenprogramma's. De NVON denkt mee!
NVOX, 48(2), 26-27.
Van
den Eynde, S., Goedhart, M., Deprez, J., &
De Cock, M. (2023). Role of Graphs in Blending Physical and
Mathematical Meaning of Partial Derivatives in the Context of the
Heat Equation. International Journal of Science
and Mathematics Education, 21(1), 25-47. https://doi.org/10.1007/s10763-021-10237-3
Smith,
T. (2023). Exploring young children's science
identity authoring in a STEAM-enriched community-based programme.
Roots: Ik ben Science! [Thesis fully internal (DIV),
University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.700178259
Lee,
M., Larkin, C. J. K., & Hoekstra, S.
(2023). Impacts of Problem-Based Instruction on
Students’ Beliefs about Physics and Learning Physics.
Education Sciences, 13(3), Article
321. https://doi.org/10.3390/educsci13030321
2022
Sezen-Barrie,
A., & Avraamidou, L. (2022). “A
Different Kind of Middleman”: Preservice Science
Teachers’ Agency for Climate Change Education. In
Justice and Equity in Climate Change Education Exploring Social
and Ethical Dimensions of Environmental Education (1st ed.,
pp. 174-197). Taylor and Francis Inc.. https://doi.org/10.4324/9780429326011-9
Heeg,
D. M., Smith, T., & Avraamidou,
L. (2022). Children’s Experiences and
Self-Identification with Science in the Context of an Out-of-School
STEM Program. EURASIA Journal of Mathematics,
Science and Technology Education, 18(4),
Article em2091. https://doi.org/10.29333/ejmste/11888
Karavi,
T., Mali, A., & Avraamidou, L.
(2022). Commognition as an approach to studying proof
teaching in university mathematics lectures.
EURASIA Journal of Mathematics, Science and Technology
Education, 18(7), Article em2132. https://doi.org/10.29333/EJMSTE/12173
Smith,
T., Avraamidou, L., & Adams, J. (2022).
Culturally relevant/responsive and sustaining pedagogies in
science education: Theoretical perspectives and curriculum
implications. Cultural Studies of Science
Education, 17, 637-660. https://doi.org/10.1007/s11422-021-10082-4
Gonzalez
Alvarez, R., Parra, L. A., ten Brummelaar,
M., Avraamidou, L., & Lopez Lopez,
M. (2022). Resilience among LGBTQIA+ youth in
out-of-home care: A scoping review. Child Abuse
& Neglect, 129, Article 105660. https://doi.org/10.1016/j.chiabu.2022.105660
Ali,
A., Davis, N. R., Takeuchi, M. A., Avraamidou, L.,
Marin, A., Martins, I., Philip, T., & Vossoughi, S. (2022).
Seeing Histories in Bodies, Places, and Disciplinary
Learning: Historicizing Methodologies. In C. Chinn, E. Tan,
C. Chan, & Y. Kali (Eds.), International Collaboration
toward Educational Innovation for All: Overarching Research,
Development, and Practices - 16th International Conference of the
Learning Sciences, ICLS 2022 (pp. 1723-1730). (Proceedings of
International Conference of the Learning Sciences, ICLS).
International Society of the Learning Sciences (ISLS).
Kool,
D., Azevedo, N. H., & Avraamidou,
L. (2022). The lonely heroine: Portrayal of women
scientists in films. Educational Media
International, 59(2), 150-171. https://doi.org/10.1080/09523987.2022.2101205
Gungor,
A., Avraamidou, L., Kool, D., Lee,
M., Eisink, N., Albada, B., Kolk, K. V.
D., Tromp, M., & Bitter, J. H. (2022). The
Use of Virtual Reality in A Chemistry Lab and Its Impact on
Students’ Self-Efficacy, Interest, Self-Concept and
Laboratory Anxiety. EURASIA Journal of
Mathematics, Science and Technology Education,
18(3), Article em2090. https://doi.org/10.29333/ejmste/11814
Carolina
de Resende Ribeiro, O., Azevedo, N. H., Biff Neto, J.,
& Magno da Silva, E. (2022). Students self-assessment in
private education: the influence of the perceived quality in
distance education courses for the sustained advantage of the
institution. Meta Avaliacao,
14(43), 368-393. https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/3685/pdf
Mouratidis,
A., Michou, A., Telli, S., Maulana,
R., & Helms-Lorenz, M. (2022). No
aspect of structure should be left behind in relation to student
autonomous motivation. British journal of
educational psychology, 92(3), 1086-1108. https://doi.org/10.1111/bjep.12489
Anwar,
L., Mali, A., & Goedhart, M.
(2022). Formulating a conjecture through an identification of
robust invariants with a dynamic geometry system.
International Journal of Mathematical Education in
Science and Technology. Advance online publication. https://doi.org/10.1080/0020739X.2022.2144517
Goedhart,
M. (2022). Hoe herken je slechte wetenschap?
NVOX, 47(9), 46.
Bronkhorst,
H., Roorda, G., Suhre, C.,
& Goedhart, M. (2022). Students’ use of
formalisations for improved logical reasoning.
Research in Mathematics Education,
24(3), 291-323. https://doi.org/10.1080/14794802.2021.1991463
2021
Avraamidou,
L. (2022). Identities in/out of physics and the
politics of recognition. Journal of Research in
Science Teaching, 59(1), 58-94. https://doi.org/10.1002/tea.21721
Munfaridah,
N., Avraamidou, L., & Goedhart,
M. (2022). Preservice Physics Teachers' Development of
Physics Identities: the Role of Multiple Representations.
Research in science education, 52,
1699–1715. https://doi.org/10.1007/s11165-021-10019-5
Van
der Leij, T., Avraamidou, L., Wals, A.,
& Goedhart, M. (2022). Supporting Secondary
Students' Morality Development in Science Education.
Studies in Science Education, 58(2),
141-181 . https://doi.org/10.1080/03057267.2021.1944716
van
der Leij, T., Avraamidou, L., Wals, A.,
& Goedhart, M. (2021). Biology Students’
Morality When Engaged With Moral Dilemmas in the Human-Nature
Context. Frontiers in Education,
6, Article 729685. https://doi.org/10.3389/feduc.2021.729685
Drymiotou,
I., Constantinou, C., & Avraamidou, L.
(2021). Career-Based Scenarios as a Mechanism for Fostering
Students’ Interest in Science and Understandings of STEM
Careers. International Journal of Designs for
Learning, 12(3), 118-128. https://doi.org/10.14434/ijdl.v12i3.31656
Marosi,
N., Avraamidou, L., & Galani, L. (2021).
Culturally relevant pedagogies in science education as a
response to global migration. SN Social
Sciences, 1(6), Article 147. https://doi.org/10.1007/s43545-021-00159-w
Duschl,
R., Avraamidou, L., & Azevedo, N. H.
(2021). Data-Texts in the Sciences: The Evidence-Explanation
Continuum . Science and Education,
30, 1159–1181. https://doi.org/10.1007/s11191-021-00225-y
Drymiotou,
I., Constantinou, C., & Avraamidou, L.
(2021). Enhancing students’ interest in science and
understandings of STEM careers: The role of career-based
scenarios. International Journal of Science
Education, 43(5), 717-736. https://doi.org/10.1080/09500693.2021.1880664
Dillon,
J., & Avraamidou, L. (2021). It's time to
rethink science education. Education in
Chemistry, April 2021. https://edu.rsc.org/opinion/science-education-has-failed/4013474.article
Heeg,
D. M., & Avraamidou, L. (2021).
Life-Experiences of Female Students in Physics: The Outsiders
Within. EURASIA Journal of Mathematics, Science
and Technology Education, 7(17), Article
em1983. https://doi.org/10.29333/ejmste/10991
Avraamidou,
L. (2021). More than just a woman physicist.
Physics, 14(75), 1-2. https://doi.org/10.1103/Physics.14.75
Dillon,
J., & Avraamdiou, L. (2021). Opinion:
Towards a viable response to COVID-19 from the science education
community . Education in Science,
283, 20-21.
Munfaridah,
N., Avraamidou, L., & Goedhart,
M. (2021). The Use of Multiple Representations in
Undergraduate Physics Education: What Do we Know and Where Do we Go
from Here? EURASIA Journal of Mathematics, Science
and Technology Education, 17(1), 1-19. Article
em1934. https://doi.org/10.29333/ejmste/9577
Dillon,
J., & Avraamidou, L. (2021). Towards a
viable response to COVID-19 from the science education
community. Association for Science Education
Journal, (11), 40-45. Article 11.
Avraamidou,
L., & Schwartz, R. (2021). Who aspires to be a
scientist/who is allowed in science? Science identity as a lens to
exploring the political dimension of the nature of science.
Cultural Studies of Science Education,
16, 337–344. https://doi.org/10.1007/s11422-021-10059-3
de
Paula Orofino, R., Azevedo, N. H., & Lopes Scarpa,
D. (2021). The Place Where Languages Meet to Argue: A
Contribution from an Analysis of the Brazilian National
Curriculum. In A. A. Essien, & A. Msimanga (Eds.),
Multilingual Education Yearbook 2021 (pp. 215-234).
(Multilingual Education Yearbook). Springer. https://doi.org/10.1007/978-3-030-72009-4_12
Van
den Eynde, S., Deprez, J., Goedhart, M., &
De Cock, M. (2022). Undergraduate students' difficulties with
boundary conditions for the diffusion equation.
International Journal of Mathematical Education in
Science and Technology, 53(8), 2176-2198. https://doi.org/10.1080/0020739X.2020.1869846
Stadermann,
H. K. E., van den Berg, E., & Goedhart, M.
(2021). How high schools teach quantum physics – a
cross-national analysis of curricula in secondary education.
Journal of Physics: Conference Series,
1929. https://doi.org/10.1088/1742-6596/1929/1/012045
Bronkhorst,
H., Roorda, G., Suhre, C.,
& Goedhart, M. (2021). Student Development in
Logical Reasoning: Results of an Intervention Guiding Students
Through Different Modes of Visual and Formal Representation.
Canadian Journal of Science, Mathematics and Technology
Education, 21(2), 378-399. https://doi.org/10.1007/s42330-021-00148-4
Kampinga,
E., O’Connor, C., Goedhart, M., & Ryan, B.
(2021). The Effect of a Change in Virtual Learning
Environment on Innovative Digital Teaching Practice: A Case Study
of Academic Staff in an Irish University. European
Journal of Mathematics and Science Education,
2(2), 101-127. https://doi.org/10.12973/ejmse.2.2.101
Anwar,
L., Mali, A., & Goedhart, M.
(2021). The effect of proof format on reading comprehension
of geometry proof: The case of Indonesian prospective mathematics
teachers. EURASIA Journal of Mathematics, Science
and Technology Education, 17(4), 1-15. Article
em1952. https://doi.org/10.29333/ejmste/10782
Stadermann,
H. K. E., & Goedhart, M. J. (2021).
Why and how teachers use nature of science in teaching
quantum physics: Research on the use of an ecological teaching
intervention in upper secondary schools. Physical
Review Physics Education Research, 17,
020132-1-020132-17. https://doi.org/10.1103/PhysRevPhysEducRes.17.020132
Stadermann,
K., & Goedhart, M. (2020). ‘Why
don’t you just tell us what light really is?’:
Easy-to-implement teaching materials that link quantum physics to
nature of science. Physics Education,
57(2), Article 025014. https://doi.org/10.1088/1361-6552/ac39e7
Mali,
A., Petropoulou, G., Biza, I., & Hewitt, D. (2021).
The research mathematicians in the classroom: How their
practice has potential to foster student horizon. In M.
Goos, & K. Beswick (Eds.), The Learning and Development of
Mathematics Teacher Educators: International Perspectives and
Challenges (pp. 63-82). Springer. https://doi.org/10.1007/978-3-030-62408-8_4
Covitt,
B. A., Parker, J. M., Kohn, C., Lee, M., Lin, Q.,
& Anderson, C. W. (2021). Understanding and responding to
challenges students face when engaging in carbon cycle
pool-and-flux reasoning. The Journal of
Environmental Education, 52(2), 98-117. https://doi.org/10.1080/00958964.2020.1847882
2020
Erduran,
S., Kaya, E., & Avraamidou, L. (2020). Does
Research on Nature of Science and Social Justice Intersect?
Exploring Theoretical and Practical Convergence for Science
Education. In H. A. Yacoubian, & L. Hansson (Eds.),
Nature of Science for Social Justice (pp. 97-113). (
Science: Philosophy, History and Education). Springer. https://doi.org/10.1007/978-3-030-47260-3_6
Munfaridah,
N., Avraamidou, L., & Goedhart,
M. (2020). Exploring preservice physics
teachers’ development of physics identity through the use of
multiple representations (MR): Preliminary findings.
21-22. Abstract from School of Education Doctoral Conference
2020.
Themistokleous,
S., Avraamidou, L., & Vrasidas, C. (2020).
Mobile Games for Negotiated-Play and Decision-Making in
Health Literacy. EURASIA Journal of Mathematics,
Science and Technology Education, 16(9),
Article em1873. https://doi.org/10.29333/ejmste/8352
Dillon,
J., & Avraamidou, L. (2020). Towards a
Viable Response to COVID-19 from the Science Education
Community. Journal for Activist Science and
Technology Education, 11(2), 1-6. https://doi.org/10.33137/jaste.v11i2.34531
Telli,
S., Maulana, R., & Helms-Lorenz,
M. (2021). Student's perceptions of teaching behaviour
in Turkish secondary education: A Mokken Scaling of My Teacher
Questionnaire. Learning Environments
Research, 24, 315–337. https://doi.org/10.1007/s10984-020-09329-8
van
der Lans, R., Maulana, R., Helms-Lorenz,
M., Telli, S., Irnidayanti, Y., Lee, O., Chun,
S., de Jager, T., Safrina, R., Fernandez-Garcia, C-M., & Inda
Caro, M. (2020). Perceived effective teaching behaviour
and student engagement: Differential relationships across
countries. Abstract from ICSEI 2020, Marrakesh,
Morocco.
André,
S., Maulana, R., Helms-Lorenz, M.,
Telli, S., Chun, S., Fernandez-Garcia, C-M., de Jager, T.,
Irnidayanti, Y., Inda Caro, M., Lee, O., Safrina, R., Coetzee, T.,
& Jeon, M. (2020). Student Perceptions in Measuring
Teaching Behavior Across Six Countries: A Multi-Group Confirmatory
Factor Analysis Approach to Measurement Invariance.
Frontiers in Psychology, 11, Article
273. https://doi.org/10.3389/fpsyg.2020.00273
Van
den Eynde, S., Goedhart, M., Deprez, J., &
De Cock, M. (2020). Dynamic conceptual blending analysis to
model student reasoning processes while integrating mathematics and
physics: A case study in the context of the heat equation.
Physical Review Physics Education Research,
16(1), Article 010114. https://doi.org/10.1103/PhysRevPhysEducRes.16.010114
Eynde,
van den, S., Schermerhorn, B., Goedhart, M.,
Deprez, J., John, T., & De Cock, M. (2020). Dynamic
conceptual blending analysis to model student reasoning processes
while integrating mathematics and physics. Abstract
from Physics Education Research Conference 2020.
van
Rooij, E. C. M., Fokkens-Bruinsma, M.,
& Goedhart, M. J. (2020). Identifying Potential
Secondary School Teachers among Science University Students: A
Latent Profile Analysis. Journal of Science
Teacher Education, 31(5), 556-577. https://doi.org/10.1080/1046560X.2020.1729478
Stadermann,
H. K. E., & Goedhart, M. J. (2020).
Secondary school students’ views of nature of science
in quantum physics. International Journal of
Science Education, 42(6), 997-1016. https://doi.org/10.1080/09500693.2020.1745926
Eynde,
van den, S., Goedhart, M., Deprez, J., & De
Cock, M. (2020). Tutorial to connect mathematics and
physics of the heat equation. Abstract from American
Association of Physics Teachers Summer meeting 2020.
Mesa,
V., & Mali, A. (2020). Studying student
actions with dynamic textbooks in university settings: The log as
research instrument. For the learning of
mathematics, 40(2), 8-14.
Lee,
M. (2020). Towards a community of practice for an
informed citizenry: Secondary students' sense-making of graphs
related to climate change. [Thesis fully external,
Michigan State University]. ProQuest.
2019
Wei,
B., Avraamidou, L., & Chen, N. (2021). How a
Beginning Science Teacher Deals with Practical Work: An Explorative
Study through the Lens of Identity. Research in
science education, 51(Suppl.1), S1-S19. https://doi.org/10.1007%2Fs11165-019-9826-z
Rut
Jimenez-Liso, M., Martinez Chico, M., Avraamidou, L.,
& López-Gay, R. (2021). Scientific practices in
teacher education: The interplay of sense, sensors, and
emotions. Research in science & technological
education, 39(1), 44-67. https://doi.org/10.1080/02635143.2019.1647158
Avraamidou,
L. (2020). “I am a young immigrant woman doing
physics and on top of that I am Muslim”: Identities,
intersections, and negotiations. Journal of
Research in Science Teaching, 57(3), 311-341.
https://doi.org/10.1002/tea.21593
Avraamidou,
L. (2020). Science identity as a landscape of
becoming: Rethinking recognition and emotions through an
intersectionality lens. Cultural Studies of
Science Education, 15(2), 323–345. https://doi.org/10.1007/s11422-019-09954-7
Munfaridah,
N., Avraamidou, L., & Goedhart,
M. (2019). Exploring pre-service physics
teachers’ development of physics identity through the use of
Multiple Representations (MR). Poster session presented
at ESERA Conference 2019, Bologna, Italy.
Skayia,
A., Avraamidou, L., & Evagorou, M. (2019).
How Preservice Elementary Teachers Develop Their Personal
Philosophies About Science Teaching: The Role of Informal Science
Approaches. JOURNAL OF RESEARCH IN SCIENCE,
MATHEMATICS AND TECHNOLOGY EDUCATION, 2(2),
72-83. https://doi.org/10.31756/jrsmte.222
Katz,
P., & Avraamidou, L. (2019). Introduction:
Meeting Basic Needs. In P. Katz, & L. Avraamidou (Eds.),
Stability and Change in Science Education -Meeting Basic
Learning Needs: Homeostasis and Novelty in Teaching and
Learning (pp. 3-7). (New Directions in Mathematics and Science
Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635_001
Avraamidou,
L. (2019). Making Sense of Sensemaking in Elementary
Science—Perspectives from Identity and Implications for
Equity. In E. Davis, C. Zembal-Saul, & S. Kademian
(Eds.), Sensemaking in Elementary Science: Supporting Teacher
Learning (1 ed., pp. 78-87). (Teaching and Learning in Science
Series). Routledge, Taylor and Francis group. https://www.routledge.com/Sensemaking-in-Elementary-Science-Supporting-Teacher-Learning-1st-Edition/Davis-Zembal-Saul-Kademian/p/book/9781138386952
Katz,
P., & Avraamidou, L. (2019). Meeting Basic
Needs: History of Homeostasis and Novelty as Concepts and Terms
Relevant to Science Education . In P. Katz, & L.
Avraamidou (Eds.), Stability and Change in Science Education:
Homeostasis and Novelty in Teaching and Learning (pp. 8-18).
(New Directions in Mathematics and Science Education; Vol. 33).
Brill. https://doi.org/10.1163/9789004391635_002
Lammers,
A., Goedhart, M. J., & Avraamidou, L.
(2019). Reading and synthesising science texts using a
scientific argumentation model by undergraduate biology
students. International Journal of Science
Education, 41(16), 2323-2346. https://doi.org/10.1080/09500693.2019.1675197
Avraamidou,
L. (2019). Response: Making Sense of Sensemaking in
Elementary Education. In E. A. Davis, C. Zembal-Saul, &
S. M. Kademian (Eds.), Sensemaking in Elementary Science:
Supporting Teacher Learning (1 ed., pp. 78-86). Routledge. https://doi.org/10.4324/9780429426513-6
Katz,
P., & Avraamidou, L. (Eds.) (2019).
Stability and Change in Science Education -- Meeting
Basic Learning Needs: Homeostasis and Novelty in Teaching and
Learning. (New Directions in Mathematics and Science
Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635
Avraamidou,
L., & Katz, P. (2019). Synthesis and
Recommendations. In P. Katz, & L. Avraamidou (Eds.),
Stability and Change in Science Education: Homeostasis and
Novelty in Teaching and Learning (pp. 231-239). (New
Directions in Mathematics and Science Education; Vol. 33). Brill.
https://doi.org/10.1163/9789004391635_013
Azevedo,
N. H., & Marinho Del Corso, T. (2019). A
doença dos trabalhadores da estrada de ferro: uma narrativa
histórica e suas potencialidades para explorar aspectos de
natureza da ciência. Cadernos de
História da Ciência, 12(3), 19-53.
https://doi.org/10.47692/cadhistcienc.2017.v13.33799
Azevedo,
N. H., & Marinho Del Corso, T. (2019). A
doença dos trabalhadores da estrada de ferro:
Considerações para a aplicação da narrativa
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