Citations (32)
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Dominik Šmida, Elena Čipková & Michael Fuchs. (2023) Developing the test of inquiry skills: measuring the level of inquiry skills among pupils in Slovakia. International Journal of Science Education 0:0, pages 1-36.
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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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Yonghe Zheng, Shuwen Yu, Mian Zhang, Jingying Wang, Xuanyang Yang, Sheng Zheng & Xiaomei Ping. (2022) Research on performance assessment of students’ inquiry skills in China’s elementary schools: a video analysis of Beijing discovering science around us. Research in Science & Technological Education 0:0, pages 1-27.
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Marie Irmer, Dagmar Traub, Maria Kramer, Christian Förtsch & Birgit J. Neuhaus. (2022) Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: measuring the effect of different types of scaffolds. International Journal of Science Education 44:9, pages 1506-1526.
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Marco Reith & Andreas Nehring. (2020) Scientific reasoning and views on the nature of scientific inquiry: testing a new framework to understand and model epistemic cognition in science. International Journal of Science Education 42:16, pages 2716-2741.
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ShaoHui Chi, Zuhao Wang & Xiufeng Liu. (2019) Investigating disciplinary context effect on student scientific inquiry competence. International Journal of Science Education 41:18, pages 2736-2764.
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Shaohui Chi, Xiufeng Liu, Zuhao Wang & Seong Won Han. (2018) Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education 40:11, pages 1284-1304.
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Concepció Ferrés Gurt & Anna Marbà Tallada. (2018) Problems students experience with inquiry processes in the study of enzyme kinetics. Journal of Biological Education 52:1, pages 113-120.
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Ansgar Opitz, Moritz Heene & Frank Fischer. (2017) Measuring scientific reasoning – a review of test instruments. Educational Research and Evaluation 23:3-4, pages 78-101.
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Jurik Stiller, Stefan Hartmann, Sabrina Mathesius, Philipp Straube, Rüdiger Tiemann, Volkhard Nordmeier, Dirk Krüger & Annette Upmeier zu Belzen. (2016) Assessing scientific reasoning: a comprehensive evaluation of item features that affect item difficulty. Assessment & Evaluation in Higher Education 41:5, pages 721-732.
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Andreas Nehring, Kathrin H. Nowak, Annette Upmeier zu Belzen & Rüdiger Tiemann. (2015) Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables. International Journal of Science Education 37:9, pages 1343-1363.
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Articles from other publishers (21)
Jun-Young Oh, Yeon-A Son & Sang-Kil Han. (2023) Philosophical strategies for nature of science based on worldviews: The quantum interference of single electron. Heliyon 9:9, pages e19331.
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Dagmar Hilfert-Rüppell, Monique Meier, Daniel Horn & Kerstin Höner. (2021) Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics. Education Sciences 11:10, pages 629.
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L. Szalay, Z. Tóth & R. Borbás. (2021) Teaching of experimental design skills: results from a longitudinal study. Chemistry Education Research and Practice 22:4, pages 1054-1073.
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María Diez-Ojeda, Miguel Ángel Queiruga-Dios, Noelia Velasco-Pérez, Emilia López-Iñesta & José Benito Vázquez-Dorrío. (2021) Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills. Education Sciences 11:9, pages 475.
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Maria Kramer, Christian Förtsch & Birgit J. Neuhaus. (2021) Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?. Education Sciences 11:5, pages 244.
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S Sukaesih, S Zubaidah, S Mahanal & D Listyorini. (2020) Biology student’s Understanding of Nature of Science (NOS) and metacognitive awareness at higher education. Journal of Physics: Conference Series 1567:2, pages 022053.
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Supeno, S Astutik & A D Lesmono. (2020) Pre-service science teachers’ understanding of scientific method for studying local environmental issues. IOP Conference Series: Earth and Environmental Science 485:1, pages 012033.
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Andreas Nehring. (2019) Naïve and informed views on the nature of scientific inquiry in large‐scale assessments: Two sides of the same coin or different currencies?. Journal of Research in Science Teaching 57:4, pages 510-535.
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Ronja Wogram, Katharina Nave & Annette Upmeier zu Belzen. 2020. Lehr-Lern-Labore. Lehr-Lern-Labore
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Maria Kramer, Christian Förtsch, Monika Aufleger & Birgit J. Neuhaus. (2019) Der Einsatz digitaler Medien im gymnasialen BiologieunterrichtUse of Digital Media in Biology Lessons at German Secondary Schools. Zeitschrift für Didaktik der Naturwissenschaften 25:1, pages 131-160.
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Sonja Werner, Christian Förtsch, William Boone, Lena von Kotzebue & Birgit J. Neuhaus. (2017) Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study. Research in Science Education 49:2, pages 437-463.
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Peter A. Edelsbrunner & Fabian Dablander. (2018) The Psychometric Modeling of Scientific Reasoning: a Review and Recommendations for Future Avenues. Educational Psychology Review 31:1, pages 1-34.
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Sandra Schubert & Kristina Loderer. 2019. Kreativität in der Schule - finden, fördern, leben. Kreativität in der Schule - finden, fördern, leben
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Martin Schwichow & Andreas Nehring. (2018) Variablenkontrolle beim Experimentieren in Biologie, Chemie und Physik: Höhere Kompetenzausprägungen bei der Anwendung der Variablenkontrollstrategie durch höheres Fachwissen? Empirische Belege aus zwei StudienControlling Variables in Biology, Chemistry and Physics. Higher Competences Through Higher Content Knowledge? Empirical Evidence from Two Studies. Zeitschrift für Didaktik der Naturwissenschaften 24:1, pages 217-233.
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Tobias Dorfner, Christian Förtsch, Michael Germ & Birgit J. Neuhaus. (2018) Biology instruction using a generic framework of scientific reasoning and argumentation. Teaching and Teacher Education 75, pages 232-243.
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Sonja Förtsch, Christian Förtsch, Lena von Kotzebue & Birgit Neuhaus. (2018) Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement. Education Sciences 8:3, pages 118.
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Nicole Wellnitz, Martin Hecht, Patricia Heitmann, Alexander Kauertz, Jürgen Mayer, Elke Sumfleth & Maik Walpuski. (2017) Modellierung des Kompetenzteilbereichs naturwissenschaftliche UntersuchungenAlternative models of scientific inquiry. Zeitschrift für Erziehungswissenschaft 20:4, pages 556-584.
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Andreas Nehring, Jaana Stiller, Kathrin H. Nowak, Annette Upmeier zu Belzen & Rüdiger Tiemann. (2016) Naturwissenschaftliche Denk- und Arbeitsweisen im Chemieunterricht – eine modellbasierte Videostudie zu Lerngelegenheiten für den Kompetenzbereich der ErkenntnisgewinnungInquiry Methods and Scientific Reasoning in Chemistry Education – A Model-Based Video Study on Learning Opportunities in the Field of Scientific Inquiry. Zeitschrift für Didaktik der Naturwissenschaften 22:1, pages 77-96.
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Andreas Vorholzer, Claudia von Aufschnaiter & Sophie Kirschner. (2016) Entwicklung und Erprobung eines Tests zur Erfassung des Verständnisses experimenteller Denk- und ArbeitsweisenDevelopment of an instrument to assess students’ knowledge of scientific inquiry. Zeitschrift für Didaktik der Naturwissenschaften 22:1, pages 25-41.
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Hsin-Kai Wu, Che-Yu Kuo, Tsung-Hau Jen & Ying-Shao Hsu. (2015) What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities. Computers & Education 85, pages 35-48.
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