Tobias Hoppe, Tina Seidel, Alexander Renkl & Werner Rieß. (2024) Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning. Journal of Teacher Education.
Crossref
Nilay Korkmaz, Handan Ürek & Gamze Dolu. (2024) Improving Students’ Nutritional Knowledge and Conceptual Understanding: An Online Course Design Supported by Videos and Images. Journal of Formative Design in Learning.
Crossref
Marija Bošnjak Stepanović, Sanja Balać, Bojana Gavrilović & Gordana Kozoderović. (2023) HOW PRIMARY STUDENTS UNDERSTAND THE CONCEPT OF MAGNETISM. SCIENCE International Journal 2:4, pages 203-208.
Crossref
Olja Maričić, Zorana Bursać Lemaić & Danijela Petrović. (2023) DEVELOPMENT OF SCIENTIFIC CONCEPTS ABOUT AIR IN EARLY SCINCE EDUCATION. SCIENCE International Journal 2:4, pages 159-165.
Crossref
Iroise Dumontheil, Hannah R. Wilkinson, Emily K. Farran, Claire Smid, Roshni Modhvadia, Denis Mareschal, Derek Bell, Annie Brookman-Byrne, Andrea Gauthier, Roos de Jong, Wayne Holmes, Sveta Mayer, Su Morris, Kaśka Porayska-Pomsta, Dilini Sumanapala, Michael Thomas & Andy Tolmie. (2023) How Do Executive Functions Influence Children’s Reasoning About Counterintuitive Concepts in Mathematics and Science?. Journal of Cognitive Enhancement 7:3-4, pages 257-275.
Crossref
Konstantinos T. Kotsis. (2023) The Outcomes of the Learning Curve for a Concept in Physics Education. European Journal of Contemporary Education and E-Learning 1:3, pages 49-61.
Crossref
Konstantinos T. Kotsis. (2023) Alternative ideas about concepts of physics, a timelessly valuable tool for physics education. Eurasian Journal of Science and Environmental Education 3:2, pages 83-97.
Crossref
Fatmana ÖZCAN & Selda BAKIR. (2023) Thematic Content Analysis of Studies Concerning Misconceptions in Science Education in TurkeyTÜRKİYE’DE FEN EĞİTİMİNDE KAVRAM YANILGILARIYLA İLGİLİ YAPILAN ÇALIŞMALARIN TEMATİK İÇERİK ANALİZİ. Sakarya University Journal of Education 13:2, pages 257-285.
Crossref
Konstantinos T. Kotsis & Dimitris Panagou. (2023) Self-concept of Greek primary school teachers and their conceptions of force and weight among their years of service. International Journal of Professional Development, Learners and Learning 5:1, pages ep2301.
Crossref
Zeynep BAŞCI NAMLI, Elif MERAL & Fatih KAYAALP. (2022) Kavram Öğretimi Sürecine Öğrenme Amaçlı Yazmayı Eklemlemek: Bir Müdahaleli Karma Desen AraştırmasıIncorporating the Writing-to-Learn Method into the Concept Teaching Process: An Intervention Mixed Research Design. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 24:3, pages 499-518.
Crossref
Ruth Lee, Jack Shardlow, Christoph Hoerl, Patrick A. O'Connor, Alison S. Fernandes & Teresa McCormack. (2022) Toward an Account of Intuitive Time. Cognitive Science 46:7.
Crossref
Nathaniel Ayodeji OMILANI & Hikmot ANIFOWOSE. (2022) MISCONCEPTION INTERVENTIONS AND PUPILS’ CONCEPTUAL CHANGE IN SELECTED CONCEPTS IN BASIC SCIENCE IN ABEOKUTA. International Online Journal of Primary Education 11:1, pages 154-167.
Crossref
Majiyd Hamis Suru. 2022. Modern Reading Practices and Collaboration Between Schools, Family, and Community. Modern Reading Practices and Collaboration Between Schools, Family, and Community
53
80
.
Qiuye Li, Shaorui Xu, Yilin Chen, Chuting Lu & Shaona Zhou. (2022) Detecting preservice teachers’ visual attention under prediction and nonprediction conditions with eye-tracking technology. Physical Review Physics Education Research 18:1.
Crossref
Munazza A. Mirza, Khawar Khurshid, Asma Hasan, Zawar Shah & Faryal Shah. 2022. Handbook on Intelligent Techniques in the Educational Process. Handbook on Intelligent Techniques in the Educational Process
269
298
.
E.I. Isaev, A.A. Margolis & M.A. Safronova. (2021) Developing Children’s Concepts in Mathematics and Natural Sciences in Elementary School: From Initial Representations to Scientific Concepts. Psychological Science and Education Психологическая наука и образование 26:6, pages 25-45.
Crossref
Julian Heeg, Robert Marten Bittorf & Sascha Schanze. (2021) Erforschung potenzieller Entwicklungsverläufe diagnostischer Fähigkeiten angehender Chemielehrkräfte hinsichtlich Lernendenvorstellungen – Die Bedeutung individueller Vorstellungen über LernendenvorstellungenInvestigating Possible Development Processes of Preservice Chemistry Teachers’ Diagnostic Skills Regarding Learners’ Conceptions—The Influence of Individual Conceptions About Learners’ Conceptions. Zeitschrift für Didaktik der Naturwissenschaften 27:1, pages 17-44.
Crossref
Davy Tsz Kit Ng & Samuel Kai Wah Chu. (2021) Motivating Students to Learn STEM via Engaging Flight Simulation Activities. Journal of Science Education and Technology 30:5, pages 608-629.
Crossref
Tülay ŞENEL ÇORUHLU, Gül Nihal KARAGÖZ & Sibel ER NAS. (2021) Hafif Düzeyde Zihinsel Yetersizliğe Sahip Öğrencilere Yönelik Fen Deney Kılavuzunun Etkililiğinin İncelenmesi: “Fiziksel Olaylar” Örneği. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, pages 595-621.
Crossref
Patricia A. Ganea, Nicole E. Larsen & Vaunam P. Venkadasalam. (2020) The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision. Child Development 92:3, pages 1137-1153.
Crossref
Jerneja Pavlin & Tina Čampa. (2021) Is Peer Instruction in Primary School Feasible? : The Case Study in Slovenia. European Journal of Educational Research volume-10-2021:volume-10-issue-2-april-2021, pages 785-798.
Crossref
I B P Mardana. (2021) Impact of Computer Simulation Assisted Virtual Experiment Module in Learning Hydrogen Atom in Senior High School. IOP Conference Series: Materials Science and Engineering 1115:1, pages 012085.
Crossref
James Alex Bonus & Judy Watts. (2021) You can[’t] catch the sun in a net!: Children’s misinterpretations of educational science television. Journal of Experimental Child Psychology 202, pages 105004.
Crossref
Alena Bučková & Miroslav Prokša. (2021) The persistence of primary school students’ initial ideas about acids and bases in the mental models of adults. Chemistry Education Research and Practice 22:1, pages 164-174.
Crossref
Angela Nyhout & Patricia A. Ganea. 2021.
223
253
.
Katarina Susman & Jerneja Pavlin. (2020) IMPROVEMENTS IN TEACHERS' KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES. Journal of Baltic Science Education 19:6, pages 1020-1033.
Crossref
James Osei KwabenaMr.Mr., Vitus SamlafoMr.Mr., Eric Appiah-TwumasiMr.Mr. & Mark Kwasi AcheampongMr.Mr.. (2020) Effect of Computer Assisted Instruction on Pre-Service Teachers’ Conceptual Change of Chemistry Concepts at St. Ambrose College of Education in Bono Region, Ghana. EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1:2, pages 179-192.
Crossref
Hannah R. Wilkinson, Claire Smid, Su Morris, Emily K. Farran, Iroise Dumontheil, Sveta Mayer, Andrew Tolmie, Derek Bell, Kaśka Porayska-Pomsta, Wayne Holmes, Denis Mareschal & Michael S. C. Thomas. (2019) Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science. Journal of Cognitive Enhancement 4:3, pages 296-314.
Crossref
A S U Putra, I Hamidah & Nahadi. (2020) The development of five-tier diagnostic test to identify misconceptions and causes of students’ misconceptions in waves and optics materials. Journal of Physics: Conference Series 1521:2, pages 022020.
Crossref
Emmanuel Fokides & Alexandra Papoutsi. (2019) Using Makey-Makey for teaching electricity to primary school students. A pilot study. Education and Information Technologies 25:2, pages 1193-1215.
Crossref
Guadalupe Martínez-Borreguero, Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa. 2020. Theorizing STEM Education in the 21st Century. Theorizing STEM Education in the 21st Century.
Natalija Pešut. (2020) Metric characteristics of the test of misconception about light. Norma 25:2, pages 153-172.
Crossref
Yiqi Xiao & Chenhan Jiang. 2020. HCI in Games. HCI in Games
503
520
.
Yukinori UTSUMI. (2019) A Study on Concept Formation in Primary School Chemistry: Through Analysis of Science Textbooks in Englandイギリス初等科学の化学的領域における概念形成に関する研究. Journal of Research in Science Education 60:2, pages 301-308.
Crossref
A Desstya, Z K Prasetyo & S Suyanta. (2019) Understanding of elementary school teachers on physical concepts. Journal of Physics: Conference Series 1318:1, pages 012077.
Crossref
M. Besse, S. Fragnière, A. Müller, M. Piguet, L. Dubois, D. Miéville, S. Schoeb & D. Schumacher. (2019) Learning About Archaeology and Prehistoric Life. Science & Education 28:6-7, pages 759-795.
Crossref
Jana Fančovičová & Pavol Prokop. (2019) EXAMINING SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS. Journal of Baltic Science Education 18:4, pages 549-557.
Crossref
Joan Borg Marks. (2019) Models and Modelling for Teacher Courses?. Journal of Physics: Conference Series 1287:1, pages 012067.
Crossref
Kevser ARSLAN & Unsal UMDU TOPSAKAL. (2019) Fen Bilgisi Öğretmen Adaylarının Zaman Yönetimi Becerileri Düzeylerinin Belirlenmesi. Academic Perspective Procedia 2:1, pages 66-75.
Crossref
Lhoussaine Maskour, Anouar Alami, Moncef Zaki & Boujemaa Agorram. (2019) Plant Classification Knowledge and Misconceptions among University Students in Morocco. Education Sciences 9:1, pages 48.
Crossref
Vera VečanskiD.D., Sanja BlagdanićR.R. & Marija PavlovićM.M.. (2019) Visual arts and science: Opportunities and limitations of their integration in the first cycle of primary education. Inovacije u nastavi 32:4, pages 32-43.
Crossref
Sanja BlagdanićR.R., Ivica RadovanovićV.V. & Marija Bošnjak-StepanovićT.T.. (2019) Predubeđenja učenika o prirodnim fenomenima na početku osnovnog obrazovanja - okov i/ili mogućnost. Inovacije u nastavi 32:1, pages 16-29.
Crossref
Alexandra Cardoso, Tiago Ribeiro & Clara Vasconcelos. (2018) What Is Inside the Earth?. Science & Education 27:7-8, pages 715-736.
Crossref
Canan LAÇİN-ŞİMŞEK, Aysun ÖZTUNA-KAPLAN, Alper ÇORAPÇIGİL & Muhammet Emin MISIR. (2018) Fen Bilgisi Öğretmenliği 3. Sınıf Öğrencilerinin Basınç-Kaynama Noktası İlişkisine Yönelik Düşünceleri: Bir TGA UygulamasıThoughts About Pressure-Boiling Point of 3rd Grade Students Studying in The Department of Science Teaching: A POE Application. Kastamonu Eğitim Dergisi 26:5, pages 1679-1690.
Crossref
Hakan Şevki Ayvacı & Bahar Candaş. (2018) Farklı Öğretim Kademesindeki Öğrencilerin Işığın Yansıması Konusunu Anlama Düzeyleri. Journal of Computer and Education Research 6:11, pages 1-32.
Crossref
Dong-Ryeul KIM. (2018) Knowledge about Science Misconceptions and Views on Correctional Strategies of Elementary Pre-service and In-service Teachers. JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 30:2, pages 395-408.
Crossref
Yupaporn Horasirt & Chokchai Yuenyong. Grade 1 to 6 Thai students’ existing ideas about light: Across-age study. Grade 1 to 6 Thai students’ existing ideas about light: Across-age study.
Luis Hernán Arellano Ulloa, Gerónimo Mendoza Meraz & Ana Cecilia Villarreal Ballesteros. 2017. Handbook of Research on Driving STEM Learning With Educational Technologies. Handbook of Research on Driving STEM Learning With Educational Technologies
278
296
.
Roslina Mohd Radzi, Mohd Nor Syahrir Abdullah & Kiliyarasi Muruthi. 2017. Overcoming Students' Misconceptions in Science. Overcoming Students' Misconceptions in Science
71
87
.
Francois Naude. (2016) Foundation-phase children’s causal reasoning in astronomy, biology, chemistry and physics. South African Journal of Childhood Education 5:3.
Crossref
Viren Swami, Ulrich S. Tran, Stefan Stieger, Jakob Pietschnig, Ingo W. Nader & Martin Voracek. (2016) Who Believes in the Giant Skeleton Myth? An Examination of Individual Difference Correlates. SAGE Open 6:1, pages 215824401562359.
Crossref
Chanho Yang, Taehee Noh, Lawrence C. Scharmann & Sukjin Kang. (2013) A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution. The Asia-Pacific Education Researcher 23:3, pages 683-698.
Crossref
Ercan Akpınar. (2013) The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching. Journal of Science Education and Technology 23:4, pages 527-537.
Crossref
Marc J. de Vries. 2014. Materials Experience. Materials Experience
329
336
.
Sean Hughes, Fiona Lyddy & Sinead Lambe. (2013) Misconceptions about Psychological Science: A Review. Psychology Learning & Teaching 12:1, pages 20-31.
Crossref
Angela Naomi Webb & Audrey C. Rule. (2012) Second Graders’ Recycled/Craft Item Products Demonstrate Life Cycle Content Knowledge and Creativity Skills. Creative Education 03:04, pages 479-485.
Crossref
Sandra K. Abell & Marcelle A. Siegel. 2011. The Professional Knowledge Base of Science Teaching. The Professional Knowledge Base of Science Teaching
205
221
.
Philip M. Silverman. (2009) The Research Dynamic: A Professional Development Model for Secondary School Science Teachers. CBE—Life Sciences Education 8:2, pages 123-130.
Crossref
Patricia J. Friedrichsen, Sandra K. Abell, Enrique M. Pareja, Patrick L. Brown, Deanna M. Lankford & Mark J. Volkmann. (2009) Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching 46:4, pages 357-383.
Crossref
박희숙, Choi,Kyoung-Sook & 장세희. (2008) The effects of verbalization on the representational redescription of number conservation. Korean Journal of Early Childhood Education 28:6, pages 119-141.
Crossref
Nancy L. Gallenstein. (2005) Engaging young children in science and mathematics. Journal of Elementary Science Education 17:2, pages 27-41.
Crossref