Citations (21)
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Lay Hoon Seah & Rita Elaine Silver. (2020) Attending to science language demands in multilingual classrooms: a case study. International Journal of Science Education 42:14, pages 2453-2471.
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Carolina Martín-Gámez, María del Carmen Acebal & Teresa Prieto. (2020) Developing the concept of ‘ecosystem’ through inquiry-based learning: a study of pre-service primary teachers. Journal of Biological Education 54:2, pages 147-161.
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Emine Çil & Salih Çepni. (2016) The effectiveness of conceptual change texts and concept clipboards in learning the nature of science. Research in Science & Technological Education 34:1, pages 43-68.
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Vesta Aleknavičiūtė, Erno Lehtinen & Ilona Södervik. (2023) Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educational Research Review 41, pages 100556.
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Cagatay Pacaci, Ulas Ustun & Omer Faruk Ozdemir. (2023) Effectiveness of conceptual change strategies in science education: A meta‐analysis. Journal of Research in Science Teaching.
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Refirman Djamahar, Sofia Rahmah, Nurmasari Sartono, Rizhal Hendi Ristanto & Ericka Darmawan. Mind map-integrated digital flipbook of circulatory system (DFM-Circulatoria): Learning media development. Mind map-integrated digital flipbook of circulatory system (DFM-Circulatoria): Learning media development.
Tanja Gregorčič & Gregor Torkar. (2022) Using the structure-behavior-function model in conjunction with augmented reality helps students understand the complexity of the circulatory system. Advances in Physiology Education 46:3, pages 367-374.
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Dimitrios Schizas, Dimitris Psillos & Penelope Papadopoulou. (2022) Bonding Nature of Science (NOS) and Nature of the Sciences (NOTSs) with Conceptual Knowledge: Introducing NOS and NOTSs Learning Objectives into the Teaching of ‘Homeostasis’. Interdisciplinary Journal of Environmental and Science Education 18:4, pages e2298.
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Nazlı Gökben ATILBOZ. (2021) Enhancing Preservice Teachers’ Understanding of Circulation System Concepts, Attitude and MotivationÖğretmen Adaylarının Dolaşım Sistemi Kavramlarını Anlamaları, Tutum ve Motivasyon. Uluslararası Eğitim Araştırmacıları Dergisi 4:2, pages 169-184.
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Finja Grospietsch & Jürgen Mayer. (2021) Angebot, Nutzung und Ertrag von Konzeptwechseltexten zu Neuromythen bei angehenden BiologielehrkräftenOffer, Use, and Outcomes of Conceptual Change Texts on Neuromyths Among Pre-service Biology Teachers. Zeitschrift für Didaktik der Naturwissenschaften 27:1, pages 83-107.
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Eda Demirhan & Fatma Şahin. (2019) The Effects of Different Kinds of Hands-on Modeling Activities on the Academic Achievement, Problem-Solving Skills, and Scientific Creativity of Prospective Science Teachers. Research in Science Education 51:S2, pages 1015-1033.
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Tanja Gnidovec, Mojca Žemlja, Andreja Dolenec & Gregor Torkar. (2020) Using Augmented Reality and the Structure–Behavior–Function Model to Teach Lower Secondary School Students about the Human Circulatory System. Journal of Science Education and Technology 29:6, pages 774-784.
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Kam Ho (Kennedy) Chan. (2019) Using a Post-Box Strategy to Elicit & Address Student Misconceptions in Biology. The American Biology Teacher 81:9, pages 668-672.
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Murat ÇETİNKAYA & Erol TAŞ. (2018) Etkinlik Temelli Web Materyalinin 6. Sınıf “Vücudumuzda Sistemler” Ünitesindeki Kavram Yanılgılarının Giderilmesine EtkisiThe Effect of Activity Based Web Material on Eliminating the Misconceptions in 6th Grade “Systems in Our Body” Unit. International e-Journal of Educational Studies 2:4, pages 92-113.
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Emine Çil. (2014) TEACHING NATURE OF SCIENCE THROUGH CONCEPTUAL CHANGE APPROACH: CONCEPTUAL CHANGE TEXTS AND CONCEPT CARTOONS. Journal of Baltic Science Education 13:3, pages 339-350.
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Jacqueline R. Cordova, Gale M. Sinatra, Suzanne H. Jones, Gita Taasoobshirazi & Doug Lombardi. (2014) Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change. Contemporary Educational Psychology 39:2, pages 164-174.
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Dazhi Yang & Ronald Miller. (2013) Preventing persistent misconceptions with first-year engineering students. Preventing persistent misconceptions with first-year engineering students.
Hüseyin Artun & Bayram Coştu. (2012) Effect of the 5E Model on Prospective Teachers’ Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach. Journal of Science Education and Technology 22:1, pages 1-10.
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Salem A. Alkhawaldeh. (2012) Enhancing Ninth Grade Students' Understanding Of Human Circulatory System Concepts Through Conceptual Change Approach. The European Journal of Social & Behavioural Sciences 2:2, pages 201-222.
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Salem A. Al khawaldeh & Ali M. Al Olaimat. (2009) The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Eleventh-Grade Students Understanding of Cellular Respiration Concepts. Journal of Science Education and Technology 19:2, pages 115-125.
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Pinar Seda Çetin, Ebru Kaya & Ömer Geban. (2008) Facilitating Conceptual Change in Gases Concepts. Journal of Science Education and Technology 18:2, pages 130-137.
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