Citations (16)
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Dimitra Kokotsaki. (2016) Pupils’ attitudes to school and music at the start of secondary school. Educational Studies 42:2, pages 201-220.
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Paul Black. (2012) EPMA Professionals—Servants or Masters?. Measurement: Interdisciplinary Research and Perspectives 10:1-2, pages 33-37.
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Sandra Eady. (2008) WHAT IS THE PURPOSE OF LEARNING SCIENCE? AN ANALYSIS OF POLICY AND PRACTICE IN THE PRIMARY SCHOOL. British Journal of Educational Studies 56:1, pages 4-19.
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Martin Braund & Mike Driver. (2005) Pupils' perceptions of practical science in primary and secondary school: implications for improving progression and continuity of learning. Educational Research 47:1, pages 77-91.
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Dan Davies & Kendra McMahon. (2004) A smooth trajectory: Developing continuity and progression between primary and secondary science education through a jointly‐planned projectiles project. International Journal of Science Education 26:8, pages 1009-1021.
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Paul Warwick & Philip Stephenson. (2002) Reconstructing Science in Education: Insights and strategies for making it more meaningful. Cambridge Journal of Education 32:2, pages 143-151.
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Articles from other publishers (9)
Francesco Avvisati & Francesca Borgonovi. (2023) Young videogamers and their approach to science inquiry. Large-scale Assessments in Education 11:1.
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Can Viva Zhao. (2020) To live and breathe anatomy. Phi Delta Kappan 101:8, pages 19-24.
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Dimitra Kokotsaki. (2016) Pupil voice and attitudes to music during the transition to secondary school. British Journal of Music Education 34:1, pages 5-39.
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Sevda Yerdelen-Damar & Andrew Elby. (2016) Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics?. Physical Review Physics Education Research 12:1.
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Colette Murphy, Laura Lundy, Lesley Emerson & Karen Kerr. (2013) Children's perceptions of primary science assessment in England and Wales. British Educational Research Journal 39:3, pages 585-606.
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Janet Penelope Varley, Clíona Murphy & Órlaith Veale. (2011) At the Crossroads: The Impact of New Irish Science Curricula on First Year Post-Primary Students. Research in Science Education 43:1, pages 275-298.
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Kevin J.B. Anderson. (2011) Science education and test‐based accountability: Reviewing their relationship and exploring implications for future policy. Science Education 96:1, pages 104-129.
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Robyn M. Gillies & Michele Haynes. (2010) Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work. Instructional Science 39:3, pages 349-366.
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Gary Beauchamp & John Parkinson. (2008) Pupils’ attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter?. Education and Information Technologies 13:2, pages 103-118.
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