Citations (26)
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Karolina Broman, Sascha Bernholt & Camilla Christensson. (2022) Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems. Research in Science & Technological Education 40:4, pages 478-498.
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I. Stamer, M. A. David, T. Höffler, S. Schwarzer & I. Parchmann. (2021) Authentic insights into science: scientific videos used in out-of-school learning environments. International Journal of Science Education 43:6, pages 868-887.
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Anders Hofverberg & Mikael Winberg. (2020) Challenging the Universality of Achievement Goal Models: A Comparison of Two Culturally Distinct Countries. Scandinavian Journal of Educational Research 64:3, pages 333-354.
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Insa Stamer, Hanno Pönicke, Frederike Tirre, Antti Laherto, Tim Höffler, Stefan Schwarzer & Ilka Parchmann. (2020) Development & validation of scientific video vignettes to promote perception of authentic science in student laboratories. Research in Science & Technological Education 38:2, pages 168-184.
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Lars Höft & Sascha Bernholt. (2019) Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: an activity-based perspective. International Journal of Science Education 41:5, pages 607-627.
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Hani Swirski, Ayelet Baram-Tsabari & Anat Yarden. (2018) Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning. International Journal of Science Education 40:10, pages 1136-1153.
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Janet S. Blankenburg, Tim N. Höffler, Heide Peters & Ilka Parchmann. (2016) The effectiveness of a project day to introduce sixth grade students to science competitions. Research in Science & Technological Education 34:3, pages 342-358.
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Pay O. Dierks, Tim N. Höffler, Janet S. Blankenburg, Heide Peters & Ilka Parchmann. (2016) Interest in science: a RIASEC-based analysis of students’ interests. International Journal of Science Education 38:2, pages 238-258.
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Articles from other publishers (18)
Mario Liong, Dannii Y. Yeung, Grand H.-L. Cheng & Ray Y.H. Cheung. (2023) Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach. Computers & Education 195, pages 104722.
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Sabrina Ochsen, Sascha Bernholt, Andrea Bernholt & Ilka Parchmann. (2021) Chemie finde ich eigentlich interessant, aber manchmal auch nicht – Zusammenhänge zwischen Merkmalen des Chemieunterrichts und dem situationalen Interesse von LernendenI actually find chemistry interesting, but sometimes not—couplings between characteristics of chemistry lessons and students’ situational interest. Unterrichtswissenschaft 50:3, pages 425-451.
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Janet Rocha, Brian Cabral, Judith Landeros & Clyde W. Yancy. (2022) Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization. Journal of Advanced Academics 33:3, pages 433-468.
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L. H. Montes, R. A. Ferreira & C. Rodríguez. (2022) The attitude to learning chemistry instrument (ALChI): linking sex, achievement, and attitudes. Chemistry Education Research and Practice 23:3, pages 686-697.
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Lars Höft & Sascha Bernholt. (2021) Domain-specific and activity-related interests of secondary school students. Longitudinal trajectories and their relations to achievement. Learning and Individual Differences 92, pages 102089.
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A. A. Flaherty. (2020) A review of affective chemistry education research and its implications for future research. Chemistry Education Research and Practice 21:3, pages 698-713.
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Tim N. Höffler, Christine Köhler & Ilka Parchmann. (2019) Scientists of the future: an analysis of talented students’ interests. International Journal of STEM Education 6:1.
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María José Rochera, Iris Merino, Judith Oller & César Coll. (2019) Children’s and Adolescents’ Specific Interest in Science and Technology, Participation in Out-of-School Activities and Inclination to Become Scientists. Journal of Science Education and Technology 28:4, pages 399-413.
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Karolina Broman & Dan Johnels. (2019) Flipping the class – University chemistry students’ experiences from a new teaching and learning approach. Chemistry Teacher International 1:1.
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Natalya Vladimirovna Efimova, Tatyana Viktorovna Shilkova & Tatyana Leonidovna Sokolova. (2019) Improving the content of schoolchildren training for the practical round of the regional stage of the All-Russian Biological Olympiad. Samara Journal of Science 8:2, pages 334-341.
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Lars Höft, Sascha Bernholt, Janet S. Blankenburg & Mikael Winberg. (2018) Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry. Journal of Research in Science Teaching 56:2, pages 184-210.
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Janet Blankenburg & Annette Scheersoi. 2018. Theorien in der naturwissenschaftsdidaktischen Forschung. Theorien in der naturwissenschaftsdidaktischen Forschung
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Wilfried Wentorf, Tim N. Höffler & Ilka Parchmann. (2017) Welche Vorstellungen, Interessen und Selbstwirksamkeitserwartungen zu naturwissenschaftlichen Tätigkeiten weisen Studierende der Naturwissenschaften auf?. CHEMKON 24:3, pages 111-118.
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Tim Niclas Höffler, Victoria Bonin & Ilka Parchmann. (2016) Science vs. Sports: Motivation and Self-concepts of Participants in Different School Competitions. International Journal of Science and Mathematics Education 15:5, pages 817-836.
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Christian Remenyi, Michael Anton, Ilka Parchmann & Holger Wormer. 2017. Zwischen Faszination und Verteufelung: Chemie in der Gesellschaft. Zwischen Faszination und Verteufelung: Chemie in der Gesellschaft
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JANET SUSAN BLANKENBURG, TIM NICLAS HÖFFLER & ILKA PARCHMANN. (2015) Fostering Today What is Needed Tomorrow: Investigating Students’ Interest in Science. Science Education 100:2, pages 364-391.
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Wilfried Wentorf, Tim N. Höffler & Ilka Parchmann. (2015) Schülerkonzepte über das Tätigkeitsspektrum von Naturwissenschaftlerinnen und Naturwissenschaftlern: Vorstellungen, korrespondierende Interessen und SelbstwirksamkeitserwartungenStudents’ Concepts About Scientists’ Activities: Views, Correspondent Interests and Self-Efficacy. Zeitschrift für Didaktik der Naturwissenschaften 21:1, pages 207-222.
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Jürgen Menthe & Ilka Parchmann. 2015. Affective Dimensions in Chemistry Education. Affective Dimensions in Chemistry Education
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