Vol 4 No 1 (2014): Inquiry-based Learning and Education through Science | Center for Educational Policy Studies Journal

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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
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FOCUS

The Philosophy and Approach on which the PROFILES Project is Based

Jack Holbrook, Miia RannikmÃ¤e

9–29
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Promoting Societal-Oriented Communication and Decision Making Skills by Learning about Advertising in Science Education

Nadja Belova, Ingo Eilks

31–49
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Investigating Preschool and Primary School Teachersâ€™ Self-Efficacy and Needs in Teaching Science: A Pilot Study

Susanne Walan, Shu-Nu Chang Rundgren

51–67
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Teaching Chemistry about â€˜Steviaâ€™ â€“ A Case of Cooperative Curriculum Innovation within PROFILES in Germany

Marc Stuckey, Marianne Lippel, Ingo Eilks

69–83
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Scaffolding in a Medicine Education Intervention for Student Teachers Based on the PROFILES Three Stage Model

Sirpa KÃ¤rkkÃ¤inen, Jari Kukkonen, Tuula Keinonen

85–100
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VARIA

The (Un)Attractiveness of Vocational and Technical Education: Theoretical Background

Miha LovÅ¡in

101–120
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Child Participation in Family-School Cooperation

Dubravka MaleÅ¡, Barbara KuÅ¡eviÄ‡, Ana Å iranoviÄ‡

121–136
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REVIEW

Khine Swe, M. (Ed.) (2013) Critical Analysis of Science Textbooks: Evaluating instructional effectiveness

Miha SlapniÄar

137–141
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