Biblio

Gericke, N., Clément P.., Ewen B. Mc, Hagman M., Landström J., Nyberg E., et al. (2013).  Teachers' understanding of genetic determinism: A comparative study between Sweden and France. ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning. https://www.esera2013.org.cy/proposal-view.2/?abstractid=774.

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Castéra, J.., & Clément P.. (2013).  Teachers’ conceptions of biological determinism in five countries: Denmark, Estonia, Finland, France and Italy. ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning.

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Ginestié, J. (2009).  Training Technology Teachers in Europe: Putting the Bologna process into action. (Alister, J. T., & De Vries M., Ed.).International Handbook of research and development in technology education. 569-580.

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Ginestié, J. (2009).  Thinking about Technology Education in France: A brief overview and some aspects of investigations. (Alister, J. T., & De Vries M., Ed.).International Handbook of research and development in technology education. 31-40.

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Clément, P.., Castéra J.., Laurent C.., Caravita S., Rauma-Kosonen A.. L., Varga A.., et al. (2010).  Teachers’ conceptions on environment and GMO in twelve European countries. (Dolinšek, S.., & Lyons T.., Ed.).Socio-cultural and Human Values in Science and Technology Education. Proceedings of the XIV Symposium of the International Organization for Science and Technology Education (IOSTE).. 1418-1421.

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Goos, M., Soury-Lavergne S., Assude T., Brown J., Kong C. Ming, Glover D., et al. (2010).  Teachers and teaching: Theoretical perspectives and issues concerning classroom implementation. Mathematics education and technology-rethinking the terrain. 311-328.

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