Citations (64)
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Owolabi Paul Adelana, Musa Adekunle Ayanwale & Ismaila Temitayo Sanusi. (2024) Exploring pre-service biology teachers’ intention to teach genetics using an AI intelligent tutoring - based system. Cogent Education 11:1.
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Céline Byukusenge, Florien Nsanganwimana & Albert Paulo Tarmo. (2023) Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies. Journal of Biological Education 57:5, pages 1112-1128.
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Fatma Coştu. (2023) Prospective science teachers are good at which of? Algorithmic, conceptual and graphical questions. Research in Science & Technological Education 0:0, pages 1-18.
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Markéta Machová & Edvard Ehler. (2023) Secondary school students’ misconceptions in genetics: origins and solutions. Journal of Biological Education 57:3, pages 633-646.
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Youngshin Kim, Yun-hye Lee, Hyonyong Lee & Soo-min Lim. (2023) Conceptual alignment between the somatic cell division curriculum, textbooks, instruction, and assessment in high school. Journal of Biological Education 57:1, pages 214-229.
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Mehmet Şen, Betül Demirdöğen & Ceren Öztekin. (2022) Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge. Journal of Science Teacher Education 33:8, pages 860-887.
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Niklas Schneeweiß, Leona Mölgen & Harald Gropengießer. (2022) Guiding students’ explanations across levels of biological organisation: the case of wilted plants. Journal of Biological Education 0:0, pages 1-21.
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Chloe Wasendorf, Joshua W. Reid, Rebecca Seipelt-Thiemann, Z. T. Grimes, Brock Couch, Nick T. Peters, Julia Massimelli Sewall, Audrey L. McCombs, Patrick I. Armstrong & Nancy Boury. (2022) The Development and Validation of the Mutation Criterion Referenced Assessment (MuCRA). Journal of Biological Education 0:0, pages 1-15.
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Caspar Geraedts, Rogier Arents & John Huizinga. (2021) Enacting molecular genetic processes with a versatile DNA stamp kit. Journal of Biological Education 55:4, pages 418-428.
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Lara Magnus, Kerstin Schütte & Julia Schwanewedel. (2020) Challenges Solving Science Tasks with Text–Picture Combinations Persist beyond Secondary School. Journal of Research on Educational Effectiveness 13:4, pages 759-783.
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Tobias Dorfner, Christian Förtsch & Birgit J. Neuhaus. (2020) Use of technical terms in German biology lessons and its effects on students’ conceptual learning. Research in Science & Technological Education 38:2, pages 227-251.
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Katharina Düsing, Roman Asshoff & Marcus Hammann. (2019) Students’ conceptions of the carbon cycle: identifying and interrelating components of the carbon cycle and tracing carbon atoms across the levels of biological organisation. Journal of Biological Education 53:1, pages 110-125.
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Mehmet Şen, Ceren Öztekin & Betül Demirdöğen. (2018) Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division. Journal of Science Teacher Education 29:2, pages 102-127.
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Venus Hung & Dennis Fung. (2017) The effectiveness of hybrid dynamic visualisation in learning genetics in a Hong Kong secondary school. Research in Science & Technological Education 35:3, pages 308-329.
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Marina Casanoves, Zoel Salvadó, Ángel González, Cristina Valls & Maria Teresa Novo. (2017) Learning genetics through a scientific inquiry game. Journal of Biological Education 51:2, pages 99-106.
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Janina Jördens, Roman Asshoff, Harald Kullmann & Marcus Hammann. (2016) Providing vertical coherence in explanations and promoting reasoning across levels of biological organization when teaching evolution. International Journal of Science Education 38:6, pages 960-992.
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Eunice Mthethwa-Kunene, Gilbert Oke Onwu & Rian de Villiers. (2015) Exploring Biology Teachers’ Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms. International Journal of Science Education 37:7, pages 1140-1165.
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Margaret M. Mdolo & Fhatuwani J. Mundalamo. (2015) Teacher Knowledge Shaping the Teaching of Genetics: A Case Study of Two Underqualified Teachers in Malawi. African Journal of Research in Mathematics, Science and Technology Education 19:1, pages 1-11.
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Rebecca Bruu Carver, Eline Fatima Wiese & Jarle Breivik. (2014) Frame Analysis in Science Education: A Classroom Activity for Promoting Media Literacy and Learning about Genetic Causation. International Journal of Science Education, Part B 4:3, pages 211-239.
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Didem Kılıç & Necdet Sağlam. (2014) Students’ understanding of genetics concepts: the effect of reasoning ability and learning approaches. Journal of Biological Education 48:2, pages 63-70.
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Ertugrul Sesli & Yilmaz Kara. (2012) Development and application of a two-tier multiple-choice diagnostic test for high school students’ understanding of cell division and reproduction. Journal of Biological Education 46:4, pages 214-225.
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Yu-Chien Chu & Norman Reid. (2012) Genetics at school level: addressing the difficulties. Research in Science & Technological Education 30:3, pages 285-309.
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Paul Van der Zande, Sanne
F. Akkerman, Mieke Brekelmans, Arend
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Anne Dairianathan & R. Subramaniam. (2011) Learning about Inheritance in an Out‐of‐School Setting. International Journal of Science Education 33:8, pages 1079-1108.
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Marie‐ChristineP. J. Knippels, SabineE. Severiens & Tanja Klop. (2009) Education through Fiction: Acquiring opinion‐forming skills in the context of genomics. International Journal of Science Education 31:15, pages 2057-2083.
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Hidayati Maghfiroh, Siti Zubaidah, Susriyati Mahanal & Hendra Susanto. Biology lecturers’ perceptions of genetics literacy in Indonesia: an explanatory sequential mixed methods study. Journal of Biological Education 0:0, pages 1-23.
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Articles from other publishers (38)
Pei-Yu Chen & Yuan-Chen Liu. (2024) IMPACT OF AI ROBOT IMAGE RECOGNITION TECHNOLOGY ON IMPROVING STUDENTS’ CONCEPTUAL UNDERSTANDING OF CELL DIVISION AND SCIENCE LEARNING MOTIVATION. Journal of Baltic Science Education 23:2, pages 208-220.
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Tom Bielik, Johannes Jagemann, Moritz Krell, Dirk Krüger & Orit Ben Zvi Assaraf. (2023) Using concept maps to evaluate preservice biology teachers’ conceptualization of COVID-19 as a complex phenomenon. Frontiers in Education 8.
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Lugen Ceren GÜNEŞ, Beyhan Özge YERSEL & Ender DURUALP. (2022) A Qualitative Study Inquiring Children's Views on Microbes During the PandemicsPandemi Sürecinde Çocukların Mikroplar Hakkındaki Görüşlerine Yönelik Nitel Bir Çalışma. IBAD Sosyal Bilimler Dergisi:13, pages 465-490.
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Erni Angraini, Siti Zubaidah, Hendra Susanto & Noritah Omar. (2022) Enhancing creativity in genetics using three teaching strategies-based TPACK model. Eurasia Journal of Mathematics, Science and Technology Education 18:12, pages em2196.
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Caryn Babaian & Sudhir Kumar. (2022) Epistasis Storyboarded. The American Biology Teacher 84:9, pages 562-569.
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سالم الخوالده. (2022) تعزيز تعلم "الوراثة" باستخدام دورة التعلم لدى طلبة الصف العاشر الأساسي. مجلة جامعة الشارقة للعلوم الانسانية والاجتماعية 11:1, pages 171-202.
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Amber Todd, William Romine, Reza Sadeghi, Kate Cook Whitt & Tanvi Banerjee. (2022) How do high school students' genetics progression networks change due to genetics instruction and how do they stabilize years after instruction?. Journal of Research in Science Teaching 59:5, pages 779-807.
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Youngshin Kim, Yun-hye Lee, Hyonyong Lee & Soo-min Lim. (2022) ALIGNMENT OF CONCEPTS OF MEIOSIS AMONG CURRICULUM, TEXTBOOKS, CLASSROOM TEACHING AND ASSESSMENT IN UPPER SECONDARY SCHOOL IN REPUBLIC OF KOREA. Journal of Baltic Science Education 21:2, pages 232-244.
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