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Veronika Deisenrieder, Svenja Müller, Bettina Knoflach, Anna Oberrauch, Clemens Geitner, Johann Stötter & Lars Keller. (2022) Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective. Journal of Geography 121:2, pages 51-66.
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Karolina Broman, Sascha Bernholt & Ilka Parchmann. (2018) Using model-based scaffolds to support students solving context-based chemistry problems. International Journal of Science Education 40:10, pages 1176-1197.
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Christian Förtsch, Sonja Werner, Lena von Kotzebue & Birgit J. Neuhaus. (2018) Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge. Research in Science & Technological Education 36:3, pages 353-374.
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Karin Oberauer, Maximilian Schickl, Michaela Zint, Nina Liebhaber, Veronika Deisenrieder, Susanne Kubisch, Sandra Parth, Melanie Frick, Hans Stötter & Lars Keller. (2022) The impact of teenagers' emotions on their complexity thinking competence related to climate change and its consequences on their future: looking at complex interconnections and implications in climate change education. Sustainability Science 18:2, pages 907-931.
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Yiming Zhen, Sumeng Shi, Wei Wang & Guangming Wang. 2021. Artificial Intelligence in Education and Teaching Assessment. Artificial Intelligence in Education and Teaching Assessment
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Benjamin Heinitz & Andreas Nehring. (2020) Kriterien naturwissenschaftsdidaktischer Unterrichtsqualität – ein systematisches Review videobasierter UnterrichtsforschungQuality of instruction in science education—a systematic review including goals, contents, and methods of science education. Unterrichtswissenschaft 48:3, pages 319-360.
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Yu Song, Tianyong Hao, Zhinan Liu & Zixin Lan. 2020. Emerging Technologies for Education. Emerging Technologies for Education
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Sascha Bernholt, Knut Neumann & Elke Sumfleth. 2018. Theorien in der naturwissenschaftsdidaktischen Forschung. Theorien in der naturwissenschaftsdidaktischen Forschung
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Tobias Dorfner, Christian Förtsch & Birgit J. Neuhaus. (2017) Die methodische und inhaltliche Ausrichtung quantitativer Videostudien zur Unterrichtsqualität im mathematisch-naturwissenschaftlichen UnterrichtThe Methodical and Content-related Orientation of Quantitative Video Studies on Instructional Quality in Mathematics and Science Education. Zeitschrift für Didaktik der Naturwissenschaften 23:1, pages 261-285.
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David Woitkowski & Josef Riese. (2017) Kriterienorientierte Konstruktion eines Kompetenzniveaumodells im physikalischen FachwissenCriteria-oriented Construction of Competency Levels in Physics Content Knowledge. Zeitschrift für Didaktik der Naturwissenschaften 23:1, pages 39-52.
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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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