Where practice and theory intersect in the chemistry classroom: Using cogenerative dialogue to identify the critical point in science education

Cultural Studies of Science Education

Volumn 1, Issue 4, 2006, Pages 693-720

  Martin, Sonya ^a  

^a CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

Cogenerative dialogue; Science education; Teacher education; Temporality of learning and integrative research framework

Indexed keywords

EID: 33846861569     PISSN: 18711502     EISSN: 18711510     Source Type: Journal    
DOI: 10.1007/s11422-006-9031-z     Document Type: Article

References (13)

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11. Roth, W.-M., & Tobin, K. (2004). Cogenerative dialoguing and metaloguing: Reflexivity of processes and genres [35 paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research [On-line Journal], 5(3), Art. 7. Available at: http://www.qualitative-research.net/ fqstexte/3-04/04-3-7-e.htm (Accessed April 1, 2006).
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