Citations (67)
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Bruna Navarone Santos, Lucia de La Rocque & Isabela Cabral Félix de Sousa. (2023) The role of emotions in high school student’s scientific initiation from Vocational Program of Oswaldo Cruz Foundation. Diaspora, Indigenous, and Minority Education 17:3, pages 232-246.
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Kathy Cabe Trundle, Rita Hagevik, Laura Wheeler, Katherine N. Vela, Michelle Parslow & David N. Joy. (2023) The 3-H social and emotional learning cycle and the three sisters garden. Science Activities 60:1, pages 32-49.
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Guopeng Fu & Anthony Clarke. (2022) The development and impact of teachers’ collective agency during Covid-19: insights from online classrooms in Canada and China. Educational Review 74:3, pages 664-684.
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Vaughan Prain, Joseph Paul Ferguson & Per-Olof Wickman. (2022) Addressing methodological challenges in research on aesthetic dimensions to classroom science inquiry. International Journal of Science Education 44:5, pages 735-752.
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C. Aaron Price, Jana Nicole Greenslit, Lauren Applebaum, Natalie Harris, Gloria Segovia, Kimberly A. Quinn & Sheila Krogh-Jespersen. (2021) Awe & Memories of Learning in Science and Art Museums. Visitor Studies 24:2, pages 137-165.
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Raoul Sommeillier, Kathleen M. Quinlan & Frédéric Robert. (2021) Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering. Studies in Science Education 57:2, pages 205-239.
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Marta Chodkiewicz. (2021) Changes in undergraduate students’ conceptual knowledge of translation during the first years of translation/interpreting- and foreign language-related education. Perspectives 29:3, pages 371-390.
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Xiaoyang Gong & Bradley W. Bergey. (2020) The dimensions and functions of students’ achievement emotions in Chinese chemistry classrooms. International Journal of Science Education 42:5, pages 835-856.
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Felicity McLure, Mihye Won & David F. Treagust. (2020) A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes. International Journal of Science Education 42:5, pages 703-721.
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Guopeng Fu & Anthony Clarke. (2019) Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence. Studies in Science Education 55:2, pages 215-256.
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Dina Tsybulsky. (2019) Students meet authentic science: the valence and foci of experiences reported by high-school biology students regarding their participation in a science outreach programme. International Journal of Science Education 41:5, pages 567-585.
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Dahlia Saouma, Rima Bahous, Mahmoud Natout & Mona Nabhani. (2018) Figures of speech in the physics classroom: a process of conceptual change. Research in Science & Technological Education 36:3, pages 375-390.
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Jaakko Turkka, Outi Haatainen & Maija Aksela. (2017) Integrating art into science education: a survey of science teachers’ practices. International Journal of Science Education 39:10, pages 1403-1419.
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Mi Song Kim. (2014) Doing social constructivist research means making empathic and aesthetic connections with participants. European Early Childhood Education Research Journal 22:4, pages 538-553.
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Gaitano Franke & Franz
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Lena Raved & Orit
Ben Zvi Assaraf. (2011) Attitudes towards Science Learning among 10th‐Grade Students: A qualitative look. International Journal of Science Education 33:9, pages 1219-1243.
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Gaitano Franke & FranzX. Bogner. (2011) Conceptual Change in Students’ Molecular Biology Education: Tilting at Windmills?. The Journal of Educational Research 104:1, pages 7-18.
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Chung‐Hsien Tseng, Hsiao‐Lin Tuan & Chi‐Chin Chin. (2010) Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual‐Situated Learning Model. International Journal of Science Education 32:14, pages 1853-1875.
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Mark Girod. (2007) A Conceptual Overview of the Role of Beauty and Aesthetics in Science and Science Education. Studies in Science Education 43:1, pages 38-61.
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Pietro Crescenzo, Giuseppe Ritella, Nadia Sansone, Sefa Bulut, Susanna Annese & Maria Beatrice Ligorio. (2023) Students’ Emotions in Socio-constructivist Approaches: Comparing Experiences at Different Italian School Levels. Human Arenas.
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María Helena Salas & Antonia Larrain. (2023) A holistic theorization of the developmental potential of peer dialogue: revisiting Vygotsky. European Journal of Psychology of Education.
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Guopeng Fu & Anthony Clarke. (2023)
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Hamad Karous, Brigitte Nihant & Bernard Leyh. (2022) Conceptual change in chemistry schematic modelling: a cross-sectional study of 10th–12th-grade Belgian students. Canadian Journal of Chemistry 100:8, pages 633-648.
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Lezly Taylor & Brenda Brand. (2021) Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand. Cultural Studies of Science Education 16:2, pages 429-446.
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