1.Subject Didactics in Practice – Hidden in the Process—A Study of Teaching Logics and Classroom Cultures

作　　者：Glenn Hultman ;Ragnhild Löfgren ;Jan Schoultz

出　　处：Education Inquiry. 2012 ;3(1).doi:10.3402/edui.v3i1.22010

出版社：Education Inquiry

文章 ID：100017363

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2.EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL

作　　者：Ragnhild Löfgren, Jan Schoultz, Glenn Hultman, Lars Björklund

出　　处：Journal of Baltic Science Education. 2015 ;(3261):482-496.

出版社：Scientia Socialis

文章 ID：112957749

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3.Ambiguity as Work: Teachers’ Knowledge Creation in Classrooms

作　　者：GLENN HULTMAN

出　　处：NZ Journal of Teachers' Work. 2008 ;5(01).

出版社：Massey University

文章 ID：46604610

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4.EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL

作　　者：Ragnhild Löfgren ;Jan Schoultz ;Glenn Hultman 等

出　　处：Journal of Baltic Science Education. 2013 ;12(4):482-496.

出版社：Scientia Socialis

文章 ID：174797611

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5.SCIENCE TEACHING AND THE SCHOOL - WHEN CONCEPTS MEET CONTEXT

作　　者：Jan Schoultz ;Glenn Hultman

出　　处：Journal of Baltic Science Education. 2004 ;3(2):22-33.

出版社：Scientia Socialis

文章 ID：187801154

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6.EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL

作　　者：Ragnhild Löfgren ;Jan Schoultz ;Glenn Hultman 等

出　　处：Journal of Baltic Science Education. 2013 ;12(4):482-496.

出版社：Scientia Socialis

文章 ID：231470723

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