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Afrah Assi & Anat Cohen. (2024) Context-based learning in flipped middle school chemistry class. International Journal of Science Education 46:6, pages 570-589.
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Erik C. Fooladi, Maiju Tuomisto & Janni Haapaniemi. (2023) Food in science, science in food – Interdisciplinarity in science/chemistry and home economics lower secondary curricula across three countries. International Journal of Science Education 45:17, pages 1485-1505.
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Tim H.H. van Dulmen, Talitha C. Visser, Birgit Pepin & Susan McKenney. (2023) Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research. Research in Science & Technological Education 41:4, pages 1617-1638.
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Kirsti Marie Jegstad. (2023) Inquiry-based chemistry education: a systematic review. Studies in Science Education 0:0, pages 1-63.
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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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Shirly Avargil & Ran Piorko. (2022) High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach. International Journal of Science Education 44:11, pages 1738-1766.
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Bing Wei & Fang Long. (2021) Teaching chemistry in context: what we know from teachers’ lesson plans. International Journal of Science Education 43:8, pages 1208-1227.
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Jacqueline Nijenhuis-Voogt, Durdane Bayram-Jacobs, Paulien C. Meijer & Erik Barendsen. (2021) Omnipresent yet elusive: Teachers’ views on contexts for teaching algorithms in secondary education. Computer Science Education 31:1, pages 30-59.
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Gebeyaw Teshager, Alemayehu Bishaw & Asrat Dagnew. (2021) Context-based teaching and learning practices in upper primary science classrooms in East Gojjam administrative Zone, Ethiopia. Cogent Education 8:1.
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Kerstin Danckwardt-Lillieström, Maria Andrée & Margareta Enghag. (2020) The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school. International Journal of Science Education 42:11, pages 1862-1894.
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Jaana Herranen, Päivi Kousa, Erik Fooladi & Maija Aksela. (2019) Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching. International Journal of Science Education 41:14, pages 1977-1998.
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Donna King & Senka Henderson. (2018) Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts. International Journal of Science Education 40:10, pages 1221-1238.
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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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Hannah Sevian, Yehudit Judy Dori & Ilka Parchmann. (2018) How does STEM context-based learning work: what we know and what we still do not know. International Journal of Science Education 40:10, pages 1095-1107.
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Sohair Sakhnini & Ron Blonder. (2016) Nanotechnology applications as a context for teaching the essential concepts of NST. International Journal of Science Education 38:3, pages 521-538.
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Karolina Broman, Sascha Bernholt & Ilka Parchmann. (2015) Analysing task design and students’ responses to context-based problems through different analytical frameworks. Research in Science & Technological Education 33:2, pages 143-161.
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Michelle Overman, Jan D. Vermunt, Paulien C. Meijer, Astrid M.W. Bulte & Mieke Brekelmans. (2014) Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education 36:11, pages 1871-1901.
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Marc Stuckey, Avi Hofstein, Rachel Mamlok-Naaman & Ingo Eilks. (2013) The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education 49:1, pages 1-34.
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Joaquín Cañero-Arias, Ángel Blanco-López & José María Oliva. Model-based analysis of the impact of a teaching-learning sequence about carbonated drinks on students’ understanding of the dissolution of gases in liquids. International Journal of Science Education 0:0, pages 1-31.
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