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Renata Bellová, Mária Balážová & Peter Tomčík. (2023) Are attitudes towards science and technology related to critical areas in science education?. Research in Science & Technological Education 41:3, pages 1117-1132.
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Guoqing Zhao, Rongchi Zhao, Xinyuan Li, Yanyan Duan & Taotao Long. (2023) Are preservice science teachers (PSTs) prepared for teaching argumentation? Evidence from a university teacher preparation program in China. Research in Science & Technological Education 41:1, pages 170-189.
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C.F.J. Pols, P.J.J.M. Dekkers & M.J. de Vries. (2022) ‘Would you dare to jump?’ Fostering a scientific approach to secondary physics inquiry. International Journal of Science Education 44:9, pages 1481-1505.
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C. F. J. Pols, P. J. J. M. Dekkers & M. J. de Vries. (2021) What do they know? Investigating students’ ability to analyse experimental data in secondary physics education. International Journal of Science Education 43:2, pages 274-297.
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Janne Elo & Berit Kurtén. (2020) Exploring points of contact between enterprise education and open-ended investigations in science education. Education Inquiry 11:1, pages 18-35.
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Carolina Martín-Gámez & Sibel Erduran. (2018) Understanding argumentation about socio-scientific issues on energy: a quantitative study with primary pre-service teachers in Spain. Research in Science & Technological Education 36:4, pages 463-483.
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Lindsay Hetherington, Mark Hardman, Jill Noakes & Rupert Wegerif. (2018) Making the case for a material-dialogic approach to science education. Studies in Science Education 54:2, pages 141-176.
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Ros Roberts & Philip Johnson. (2015) Understanding the quality of data: a concept map for ‘the thinking behind the doing’ in scientific practice. The Curriculum Journal 26:3, pages 345-369.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Yasemin Ozdem, Hamide Ertepinar, Jale Cakiroglu & Sibel Erduran. (2013) The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context. International Journal of Science Education 35:15, pages 2559-2586.
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Ros Roberts & Esin Sahin-Pekmez. (2012) Scientific evidence as content knowledge: a replication study with English and Turkish pre-service primary teachers. European Journal of Teacher Education 35:1, pages 91-109.
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Andrew Thompsett & Jatinder Ahluwalia. (2010) Students Turned Off by Turnitin? Perception of Plagiarism and Collusion by Undergraduate Bioscience Students. Bioscience Education 16:1, pages 1-15.
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Michiel van Eijck. (2010) Addressing the Dynamics of Science in Curricular Reform for Scientific Literacy: The case of genomics. International Journal of Science Education 32:18, pages 2429-2449.
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Ros Roberts & Richard Gott. (2010) Questioning the evidence for a claim in a socio‐scientific issue: an aspect of scientific literacy. Research in Science & Technological Education 28:3, pages 203-226.
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John
Lawrence Bencze & Gervase
Michael Bowen. (2009) A National Science Fair: Exhibiting support for the knowledge economy. International Journal of Science Education 31:18, pages 2459-2483.
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Judith Glaesser, Richard Gott, Ros Roberts & Barry Cooper. (2009) Underlying success in open‐ended investigations in science: using qualitative comparative analysis to identify necessary and sufficient conditions. Research in Science & Technological Education 27:1, pages 5-30.
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Articles from other publishers (23)
C. F. J. Pols & P. J. J. M. Dekkers. (2024) Redesigning a first year physics lab course on the basis of the procedural and conceptual knowledge in science model. Physical Review Physics Education Research 20:1.
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C. F. J. Pols, P. J. J. M. Dekkers & M. J. de Vries. (2023) Integrating argumentation in physics inquiry: A design and evaluation study. Physical Review Physics Education Research 19:2.
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Hendra Y. Agustian, Maja Ingerslev Pedersen, Laura Teinholt Finne, Jonas Tarp Jo̷rgensen, Jan Alexis Nielsen & Bente Gammelgaard. (2022) Danish University Faculty Perspectives on Student Learning Outcomes in the Teaching Laboratories of a Pharmaceutical Sciences Education. Journal of Chemical Education 99:11, pages 3633-3643.
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Renata Bellová & Mária Balážová. (2022) VÝZNAM UČITEĽA PRÍRODOVEDNÝCH PREDMETOV PRI FORMOVANÍ POZITÍVNYCH POSTOJOV ŽIAKOV K VEDE A TECHNIKE. Biologie. Chemie. Zeměpis 30:4, pages 21-37.
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C. F. J. Pols, P. J. J. M. Dekkers & M. J. de Vries. (2022) Defining and assessing understandings of evidence with the assessment rubric for physics inquiry: Towards integration of argumentation and inquiry. Physical Review Physics Education Research 18:1.
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Fru Vitalis Akuma & Ronel Callaghan. (2017) Characterising Extrinsic Challenges Linked to the Design and Implementation of Inquiry-Based Practical Work. Research in Science Education 49:6, pages 1677-1706.
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Yosan Setyo Utomo, Ashadi & Sarwanto. (2019) Argumentation Skills Profile on 8th Grade Students using Toulmin’s Argument Pattern on Controversial Topic. Journal of Physics: Conference Series 1233, pages 012095.
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Fru Vitalis Akuma & Ronel Callaghan. (2018) A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work. Journal of Research in Science Teaching 56:5, pages 619-648.
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Eve Manz. (2015) Examining evidence construction as the transformation of the material world into community knowledge. Journal of Research in Science Teaching 53:7, pages 1113-1140.
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Chih-Chao Hsu, Chiung-Hui Chiu, Chun-Hsu Lin & Tzone-I. Wang. (2015) Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry. Computers & Education 91, pages 46-59.
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Anna T. Danielsson & Paul Warwick. (2013) ‘You Have to Give Them Some Science Facts’: Primary Student Teachers’ Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching. Research in Science Education 44:2, pages 289-305.
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Brian Lewthwaite. (2014) Thinking about practical work in chemistry: teachers' considerations of selected practices for the macroscopic experience. Chem. Educ. Res. Pract. 15:1, pages 35-46.
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Gül Ünal Çoban. (2013) THE EFFECTS OF INQUIRY SUPPORTED BY ARGUMENT MAPS ON SCIENCE PROCESS SKILLS AND EPISTEMOLOGICAL VIEWS OF PROSPECTIVE SCIENCE TEACHERS. Journal of Baltic Science Education 12:3, pages 271-288.
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Dvora Katchevich, Avi Hofstein & Rachel Mamlok-Naaman. (2011) Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments. Research in Science Education 43:1, pages 317-345.
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Judith Glaesser, Richard Gott, Ros Roberts & Barry Cooper. (2008) The Roles of Substantive and Procedural Understanding in Open-Ended Science Investigations: Using Fuzzy Set Qualitative Comparative Analysis to Compare Two Different Tasks. Research in Science Education 39:4, pages 595-624.
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