Citations (16)
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Read on this site (9)
Rola Khishfe. (2019) The transfer of nature of science understandings: a question of similarity and familiarity of contexts. International Journal of Science Education 41:9, pages 1159-1180.
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Rola Khishfe. (2014) Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer. International Journal of Science Education 36:6, pages 974-1016.
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Rola Khishfe. (2013) Transfer of Nature of Science Understandings into Similar Contexts: Promises and Possibilities of an Explicit Reflective Approach. International Journal of Science Education 35:17, pages 2928-2953.
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Ros Roberts, Richard Gott & Judith Glaesser. (2010) Students' approaches to open‐ended science investigation: the importance of substantive and procedural understanding. Research Papers in Education 25:4, pages 377-407.
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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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Jongwon Park & Limook Lee. (2004) Analysing cognitive or non‐cognitive factors involved in the process of physics problem‐solving in an everyday context. International Journal of Science Education 26:13, pages 1577-1595.
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StephenA. Mitchell & JudithL. Oslin. (1999) An Investigation of Tactical Transfer in Net Games. European Journal of Physical Education 4:2, pages 162-172.
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C. R. Brown, J. L. Moore, B. E. Silkstone & C. Botton. (1996) The Construct Validity and Context Dependency of Teacher Assessment of Practical Skills in Some Pre‐university Level Science Examinations. Assessment in Education: Principles, Policy & Practice 3:3, pages 377-392.
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C. R. Brown, J. L. Moore & B. E. Silkstone. (1995) The Validity of Project Assessment in an Advanced Level Biology Examination. Research in Science & Technological Education 13:1, pages 77-88.
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Articles from other publishers (7)
Rola Khishfe. (2024) Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course. Science & Education.
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Nico Schreiber & Christoph Gut. (2022) Die Validierungspraxis bei hands-on Experimentiertests in der naturwissenschaftsdidaktischen ForschungThe Validation Practice of Performance Assessments Using Practical Tasks in Science Education Research. Zeitschrift für Didaktik der Naturwissenschaften 28:1.
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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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Petros Georghiades. (2006) The Role of Metacognitive Activities in the Contextual Use of Primary Pupils' Conceptions of Science. Research in Science Education 36:1-2, pages 29-49.
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Chris R. Brown. (1998) An evaluation of two different methods of assessing independent investigations in an operational pre-university level examination in Biology in England. Studies in Educational Evaluation 24:1, pages 87-98.
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Kok-Aun Toh, Hong-Kwen Boo & Keng-Hoe-Yeo. (1997) Open-ended investigations: Performance and effects of pre-training. Research in Science Education 27:1, pages 131-140.
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Kok‐Aun Toh & Brian E. Woolnough. (2006) Explicit versus tacit knowledge in laboratory investigations: A reply to ross. Journal of Research in Science Teaching 32:9, pages 999-1001.
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