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Marta Romero Ariza, Antonio Quesada Armenteros & Antonio Estepa Castro. (2024) Promoting critical thinking through mathematics and science teacher education: the case of argumentation and graphs interpretation about climate change. European Journal of Teacher Education 47:1, pages 41-59.
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Ertembo Mishore & Tsedeke Abate. (2023) Difficulties pre-service science teachers encountered in conducting research projects at teacher education college. Cogent Education 10:1.
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Connie Cirkony. (2023) Flexible, creative, constructive, and collaborative: the makings of an authentic science inquiry task. International Journal of Science Education 45:17, pages 1440-1462.
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Deniz Saribas. (2023) An online laboratory applications course for the development of scientific practices and scientific method. International Journal of Science Education 45:16, pages 1340-1367.
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Araitz Uskola & Nahia Seijas. (2023) Use of data obtained in the field and its contribution to the process of construction of the geological change model by preservice elementary teachers. Research in Science & Technological Education 41:4, pages 1330-1349.
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Paul Engelschalt, Tom Bielik, Moritz Krell, Dirk Krüger & Annette Upmeier zu Belzen. (2023) Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models. International Journal of Science Education 0:0, pages 1-24.
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Kirsti Marie Jegstad. (2023) Inquiry-based chemistry education: a systematic review. Studies in Science Education 0:0, pages 1-63.
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Valentina Guzmán, Antonia Larrain, Carolina Álvarez, Ivette Fernández, David Herrera Araya & Camila Urrutia. (2023) Design-based development of educative curriculum material for deliberative human rights education. Journal of Curriculum Studies 55:4, pages 489-507.
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Johanna Kranz, Armin Baur & Andrea Möller. (2023) Learners’ challenges in understanding and performing experiments: a systematic review of the literature. Studies in Science Education 59:2, pages 321-367.
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Haci Hasan Yolcu. (2023) Using project-based learning in an environmental education course and revealing students’ experiences: A case study. Science Activities 60:3, pages 119-125.
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Shaohui Chi & Zuhao Wang. (2023) Students’ science learning experiences and career expectations: mediating effects of science-related attitudes and beliefs. International Journal of Science Education 45:9, pages 754-780.
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Vance Kite & Soonhye Park. (2023) What’s Computational Thinking?: Secondary Science Teachers’ Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration. Journal of Science Teacher Education 34:4, pages 391-414.
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Tess Bernhard. (2023) Science Teacher Educators’ Visions and Evaluations of Expertise in NGSS-Aligned Instruction Across Institutions. Journal of Science Teacher Education 34:4, pages 369-390.
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Nancy A. Price. (2023) Practice-Crosscutting Concept pairs of the NGSS and ways of knowing in the Earth & Space Sciences. Journal of Geoscience Education 71:2, pages 253-265.
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Sharon M. Pratt, Julianne M. Coleman & John A. Dantzler. (2023) A Mixed-Methods Analysis of Fourth-Graders’ Comprehension and Their Reported Strategies for Reading Science Texts. Literacy Research and Instruction 62:1, pages 16-48.
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Deniz Saribas. (2023) Guidance in Providing Evidence: An In-Depth Analysis of Pre-Service Science Teachers’ Instructional Designs. Journal of Science Teacher Education 34:1, pages 24-43.
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Giacomo Bozzo, Victor Lopez, Digna Couso & Francesca Monti. (2022) Combining real and virtual activities about electrostatic interactions in primary school. International Journal of Science Education 44:18, pages 2704-2723.
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Pei-Shan Chang, Sheng-Han Lee & Meichun Lydia Wen. (2022) Developing an inquiry-based laboratory curriculum to engage students in planning investigations and argumentation. International Journal of Science Education 44:18, pages 2659-2684.
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Andreas Vorholzer, Verena Petermann, Joé Weber, Annette Upmeier zu Belzen & Rüdiger Tiemann. (2022) Explicit instruction on procedural and epistemic knowledge – is it happening? A video-based exploration of classroom practice. Research in Science & Technological Education 0:0, pages 1-20.
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Christina Tsaliki, Pinelopi Papadopoulou, George Malandrakis & Petros Kariotoglou. (2022) Evaluating Inquiry Practices: Can a Professional Development Program Reform Science Teachers’ Practices?. Journal of Science Teacher Education 33:8, pages 815-836.
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Joonhyeong Park, Jina Chang, Jisun Park & Hye-Gyoung Yoon. (2022) Features of and representational strategies in instructional videos for primary science classes. International Journal of Science Education 44:16, pages 2397-2422.
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Tina A. Marcroft, Chris Rasmussen & Scott T. Kelley. (2022) Computing in Bioinformatics and Engaged Student Learning: Student Perspectives on Anticipatory Activities and Innovative Apps. Journal of College Science Teaching 52:2, pages 3-5.
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Lynne M. Zummo & Sara J. Dozier. (2022) Using epistemic instructional activities to support secondary science teachers’ social construction of knowledge of anthropogenic climate change during a professional learning experience. Journal of Geoscience Education 70:4, pages 530-545.
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Michael Johnston, Bronwyn Elisabeth Wood, Sue Cherrington, Suzanne Boniface & Anita Mortlock. (2022) Representations of Disciplinary Knowledge in Assessment: Associations between High School and University Assessments in Science, Mathematics and the Humanities and Predictors of Success. Educational Assessment 27:4, pages 301-321.
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Deniz Saribas & Zeynep Gonca Akdemir. (2022) Action research on pre-service elementary teachers’ understandings of the scientific method and the use of evidence in a science and technology teaching course. Research in Science & Technological Education 40:4, pages 431-453.
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Nahia Seijas & Araitz Uskola. (2022) Revision and manipulation of physical models as tools for developing the aquifer model by Preservice Elementary Teachers. International Journal of Science Education 44:11, pages 1715-1737.
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Tom Bielik, Kellie Finnie, Deborah Peek-Brown, Chris Klager, Israel Touitou, Barbara Schneider & Joseph Krajcik. (2022) High School Teachers’ Perspectives on Shifting towards Teaching NGSS-Aligned Project Based Learning Curricular Units. Journal of Science Teacher Education 33:4, pages 413-434.
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Deniz Saribas & Ferah Ozer. (2022) Action research in a teacher education program: probing into pre-service elementary teachers’ understandings of scientific practices and teaching scientific practices. Journal of Education for Teaching 48:2, pages 197-213.
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Karen D. Larison. (2022) Argumentation and scientific consensus-building: using the nonfiction narrative to generate contextual understanding. Teaching in Higher Education 27:1, pages 130-139.
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Georgina Tuari Stewart. (2022) Mātauranga Māori: a philosophy from Aotearoa. Journal of the Royal Society of New Zealand 52:1, pages 18-24.
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Jari Lavonen, Beatrice Ávalos, Katja Upadyaya, Sebastián Araneda, Kalle Juuti, Patricio Cumsille, Janna Inkinen & Katariina Salmela-Aro. (2021) Upper secondary students’ situational interest in physics learning in Finland and Chile. International Journal of Science Education 43:16, pages 2577-2596.
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Katja Upadyaya, Patricio Cumsille, Beatrice Avalos, Sebastian Araneda, Jari Lavonen & Katariina Salmela-Aro. (2021) Patterns of situational engagement and task values in science lessons. The Journal of Educational Research 114:4, pages 394-403.
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Ozden Sengul, Patrick James Enderle & Renee S. Schwartz. (2021) Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model. International Journal of Science Education 43:8, pages 1273-1291.
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Ayodele Abosede Ogegbo. (2021) Relationships between High School Teachers’ Understanding and their Reported Practices of Inquiry-based Pedagogy in Science Classrooms in Nigeria. African Journal of Research in Mathematics, Science and Technology Education 25:2, pages 125-136.
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Brian R. Belland & Nam Ju Kim. (2021) Predicting high school students’ argumentation skill using information literacy and trace data. The Journal of Educational Research 114:3, pages 211-221.
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Vance Kite, Soonhye Park, Katherine McCance & Elsun Seung. (2021) Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices. Journal of Science Teacher Education 32:3, pages 243-264.
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M. Penn, U. Ramnarain, M. Kazeni, T. Dhurumraj, L. Mavuru & S. Ramaila. (2021) South African primary school learners’ understandings about the nature of scientific inquiry. Education 3-13 49:3, pages 263-274.
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Tessaly Jen, Christina Morales, Eric Greenwald, Ryan Montgomery, Suzanna Loper & Jacqueline Barber. (2020) Enacting ambitious engineering curriculum in science classrooms: examining teachers’ implementation of Virtual Engineering Internships. International Journal of Science Education 42:12, pages 2055-2074.
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Heather F. Clark, William A. Sandoval & Jarod N. Kawasaki. (2020) Teachers’ uptake of problematic assumptions of climate change in the NGSS. Environmental Education Research 26:8, pages 1177-1192.
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Noah Weeth Feinstein & David Isaac Waddington. (2020) Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era. Educational Psychologist 55:3, pages 155-166.
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Jarod Kawasaki & William A. Sandoval. (2020) Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards. Journal of Science Teacher Education 31:4, pages 384-400.
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Suarman Halawa, Ying-Shao Hsu, Wen-Xin Zhang, Yen-Ruey Kuo & Jen-Yi Wu. (2020) Features and trends of teaching strategies for scientific practices from a review of 2008–2017 articles. International Journal of Science Education 42:7, pages 1183-1206.
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Ozden Sengul, Patrick James Enderle & Renee S. Schwartz. (2020) Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice. International Journal of Science Education 42:7, pages 1068-1086.
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Megan McKinley-Hicks. (2020) Communicating science through theatre: middle school students’ noticings and articulations of ‘doing’ and ‘being’ in science after a theatre performance. International Journal of Science Education, Part B 10:2, pages 96-111.
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Leema K. Berland, Rosemary S. Russ & Cori P. West. (2020) Supporting the Scientific Practices through Epistemologically Responsive Science Teaching. Journal of Science Teacher Education 31:3, pages 264-290.
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Kari Beate Remmen & Merethe Frøyland. (2020) Students’ use of observation in geology: towards ‘scientific observation’ in rock classification. International Journal of Science Education 42:1, pages 113-132.
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Saima Salehjee. (2020) Teaching science through stories: mounting scientific enquiry. Early Child Development and Care 190:1, pages 79-90.
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Jarod Kawasaki & William A. Sandoval. (2019) The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching. Journal of Science Teacher Education 30:8, pages 906-922.
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Idit Adler, Michal Zion & Esther Rimerman-Shmueli. (2019) Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts. Journal of Science Teacher Education 30:7, pages 763-787.
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Andreas Vorholzer & Claudia von Aufschnaiter. (2019) Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct. International Journal of Science Education 41:11, pages 1562-1577.
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Rebecca Lowenhaupt & Katherine L. McNeill. (2019) Subject-Specific Instructional Leadership in K8 Schools: The Supervision of Science in an Era of Reform. Leadership and Policy in Schools 18:3, pages 460-484.
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Victoria Wong & Justin Dillon. (2019) ‘Voodoo maths’, asymmetric dependency and maths blame: why collaboration between school science and mathematics teachers is so rare. International Journal of Science Education 41:6, pages 782-802.
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D. McGregor, D. Baskerville, D. Anderson & A. Duggan. (2019) Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England. International Journal of Science Education, Part B 9:2, pages 171-194.
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Kathryn Green, Christine Roller & Marc Cubeta. (2019) A Plethora of Fungi: Teaching a Middle School Unit on Fungi. Science Activities 56:2, pages 52-62.
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Suzanna Loper, Katherine L. McNeill, María González-Howard, Lisa M. Marco-Bujosa & Laura M. O’Dwyer. (2019) The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation. Technology, Pedagogy and Education 28:2, pages 173-190.
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Kevin Cherbow, Katherine McNeill, Rebecca Lowenhaupt, Megan McKinley & Benjamin Lowell. (2019) Teaching Teachers: NGSS Lesson Adaptations. Science and Children 56:5, pages 73-77.
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Vandana Thadani, Kathleen J. Roth, Helen E. Garnier, Melanie C. Seyarto, Jennifer L. Thompson & Nicole M. Froidevaux. (2018) What Can a Cognitive Coding Framework Reveal About the Effects of Professional Development on Classroom Teaching and Learning?. Journal of the Learning Sciences 27:4, pages 517-549.
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Patricia M. Kruit, Ron J. Oostdam, Ed van den Berg & Jaap A. Schuitema. (2018) Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education. Research in Science & Technological Education 36:4, pages 413-439.
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Rosa Aghekyan. (2018) Higher Level Thinking Questions’ Impact on Scientific Models’ Complexity and Accuracy. Journal of College Science Teaching 48:1, pages 76-82.
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Anita S. Tseng. (2018) Students and evaluation of web-based misinformation about vaccination: critical reading or passive acceptance of claims?. International Journal of Science Education, Part B 8:3, pages 250-265.
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Amal Reda Malkawi & Ebtesam Qassim Rababah. (2018) Jordanian twelfth-grade science teachers’ self-reported usage of science and engineering practices in the next generation science standards. International Journal of Science Education 40:9, pages 961-976.
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Clas Olander, Per-Olof Wickman, Russell Tytler & Åke Ingerman. (2018) Representations as mediation between purposes as junior secondary science students learn about the human body. International Journal of Science Education 40:2, pages 204-226.
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Tamirirofa Chirikure, Paul Hobden & Sally Hobden. (2018) Exploring Zimbabwean Advanced Level Chemistry Students’ Approaches to Investigations from a Learning Perspective. African Journal of Research in Mathematics, Science and Technology Education 22:1, pages 60-69.
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Robbert Smit, Holger Weitzel, Robert Blank, Florian Rietz, Josiane Tardent & Nicolas Robin. (2017) Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education 35:4, pages 477-499.
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Yasemin Özdem Yilmaz, Jale Cakiroglu, Hamide Ertepinar & Sibel Erduran. (2017) The pedagogy of argumentation in science education: science teachers’ instructional practices. International Journal of Science Education 39:11, pages 1443-1464.
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Virginia Snodgrass Rangel, Elizabeth R. Bell & Carlos Monroy. (2017) A descriptive analysis of instructional coaches’ data use in science. School Effectiveness and School Improvement 28:2, pages 217-241.
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María González-Howard, Katherine L. McNeill, Lisa M. Marco-Bujosa & C. Patrick Proctor. (2017) ‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation. International Journal of Science Education 39:5, pages 528-547.
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Sandra I. van Aalderen-Smeets, Juliette H. Walma van der Molen, Erna G. W. C. M. van Hest & Cindy Poortman. (2017) Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry. International Journal of Science Education 39:2, pages 238-256.
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Bronwyn Bevan. (2017) The promise and the promises of Making in science education. Studies in Science Education 53:1, pages 75-103.
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Silke Rönnebeck, Sascha Bernholt & Mathias Ropohl. (2016) Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education 52:2, pages 161-197.
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Kenneth M. Ngcoza, Joyce Sewry, Charles Chikunda & Wendy Kahenge. (2016) Stakeholders’ Perceptions of Participation in Science Expos: A South African Case Study. African Journal of Research in Mathematics, Science and Technology Education 20:2, pages 189-199.
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Asli Sezen-Barrie, Joel Moore & Cara E. Roig. (2015) Discovering Plate Boundaries in Data-integrated Environments: Preservice Teachers' Conceptualization and Implementation of Scientific Practices. International Journal of Science Education 37:12, pages 2013-2037.
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Rodrigo Drumond Vieira, José Roberto da Rocha Bernardo, Maria Evagorou & Viviane Florentino de Melo. (2015) Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning. International Journal of Science Education 37:7, pages 1113-1139.
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Caterina Solé, Digna Couso & María Isabel Hernández. Citizen science in schools: a systematic literature review. International Journal of Science Education, Part B 0:0, pages 1-17.
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Phil Seok Oh, Heesoo Ha & Seungho Maeng. Threshold practices as a key in supporting students’ epistemic agency in the science classroom. International Journal of Science Education 0:0, pages 1-19.
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Manuel Bächtold, David Cross & Valérie Munier. The relationships between the practice of different scientific activities and students’ scientific knowledge, inquiry skills, view of the nature of science and attitude towards science: a study in primary school. International Journal of Science Education 0:0, pages 1-22.
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