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Sasha Brown, Zerrin Dogança Küçük, Angela Rickard, James Lonergan, Rachel Abernethy, Lorraine McNerney, Eimear McNerney, Ronan Foley, Avril Behan, Aengus Byrne, Bernard Essel, Jack Ffrench, Jonathan Faull & Conor Cahalane. (2024) The role of teacher agency in using GIS to teach sustainability: an evaluation of a lower secondary school story mapping GIS initiative in Ireland. International Research in Geographical and Environmental Education 33:1, pages 56-71.
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Gözde Kurt & Ebru Kaya. (2023) Toward a holistic vision on the nature of science in science curricula: an investigation of primary and middle school curricula in Turkey. Research in Science & Technological Education 0:0, pages 1-21.
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Ruth Chadwick, Eilish McLoughlin & Odilla E. Finlayson. (2023) Teachers’ experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum. Irish Educational Studies 42:3, pages 315-337.
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Liam Guilfoyle, Judith Hillier & Nigel Fancourt. (2023) Students’ argumentation in the contexts of science, religious education, and interdisciplinary science-religious education scenarios. Research in Science & Technological Education 41:2, pages 759-776.
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Martina Caramaschi, Alison Cullinane, Olivia Levrini & Sibel Erduran. (2022) Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform. International Journal of Science Education 44:1, pages 115-135.
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Oliver McGarr & Raymond Lynch. (2021) Analysing the construction of ‘sustainability’ in lower secondary school technology syllabi in Ireland. Environmental Education Research 27:7, pages 992-1010.
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Liam Printer. (2020) A critical analysis of the rationales underpinning the introduction of Ireland’s Framework for Junior Cycle. Irish Educational Studies 39:3, pages 319-335.
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Wonyong Park, Seungran Yang & Jinwoong Song. (2020) Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks. International Journal of Science Education 42:3, pages 426-450.
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Ebru Kaya, Sibel Erduran, Busra Aksoz & Selin Akgun. (2019) Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education 41:1, pages 21-47.
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Regina Kelly & Sibel Erduran. (2019) Understanding aims and values of science: developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland. Irish Educational Studies 38:1, pages 43-70.
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Ann MacPhail, John Halbert & Hal O’Neill. (2018) The development of assessment policy in Ireland: a story of junior cycle reform. Assessment in Education: Principles, Policy & Practice 25:3, pages 310-326.
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Alison Cullinane & Maeve Liston. (2016) Review of the Leaving Certificate biology examination papers (1999–2008) using Bloom’s taxonomy – an investigation of the cognitive demands of the examination. Irish Educational Studies 35:3, pages 249-267.
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Jean Bosco Bugingo, Lakhan Lal Yadav & K. K. Mashood. Effect of explicit and reflective activity-based instruction on senior secondary physics students’ views towards Nature of Science. International Journal of Science Education 0:0, pages 1-25.
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Articles from other publishers (36)
Umesh Ramnarain. (2023) The Inclusion of Nature of Science in South African Life Sciences and Physical Sciences School Curricula. International Journal of Science and Mathematics Education 22:5, pages 1151-1165.
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Stefania Lippiello & Alessandra Boscolo. (2024) Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective. Education Sciences 14:5, pages 472.
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Hakan Şevki Ayvacı & Engin Çelebi. (2024) Bilimin Doğası Öğretimine Yönelik Etkinliklerin Uygulanması ve Değerlendirilmesi: Hayat Boyu Öğrenme Kapsamında Kapalı Cezaevi Örneği. Eğitim Bilim ve Araştırma Dergisi 5:1, pages 29-75.
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Xiaoge Chen, Lei Wang, Xin Shao & Rui Wei. (2024) An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping. Disciplinary and Interdisciplinary Science Education Research 6:1.
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Louise McAteer, Joseph Roche & Áine M. Kelly. (2023) Renewing an undergraduate science curriculum for the 21st century. Frontiers in Education 8.
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Günkut Mesci, Funda Yeşildağ-Hasançebi & Büşra Tuncay-Yüksel. (2023) Argumentation based nature of science instruction: Influence on pre-service science teachers’ NOS views and practicing. Teaching and Teacher Education 132, pages 104231.
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Sara Satanassi, Laura Branchetti, Paola Fantini, Rachele Casarotto, Martina Caramaschi, Eleonora Barelli & Olivia Levrini. (2023) Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics. Science & Education 32:5, pages 1287-1320.
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Zoubeida R. Dagher & Sibel Erduran. (2023) To FRA or not to FRA: What is the question for science education?. Science & Education 32:5, pages 1247-1264.
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Kristine Bakkemo Kostøl, Maria Vetleseter Bøe & Aud Ragnhild Skår. (2022) Nature of Science in Norway’s Recent Curricula Reform. Science & Education 32:5, pages 1561-1581.
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Gürol Irzik & Robert Nola. (2022) Revisiting the Foundations of the Family Resemblance Approach to Nature of Science: Some New Ideas. Science & Education 32:5, pages 1227-1245.
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Yi-Fen Yeh, Thasmai Dhurumraj & Umesh Ramnarain. (2022) Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism. Science & Education 32:5, pages 1537-1559.
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Gulnara Namyssova, Kathy L. Malone, Janet Helmer, Gulfarida Myrzakulova, Ali Shafiei & Brian Edmiston. (2023) The use of drama in science instruction—a review of the literature. SN Social Sciences 3:9.
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Qianqian Gao, Yi Cao, Hongni Xie & Xuefeng Li. (2023) Investigating the Nature of Science in Reformed Chinese Biology Curriculum Standards. Science & Education.
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Chen Li, Jian Yu & Gaofeng Li. (2022) Development of the Representation of the Nature of Science in Textbooks: the Case of High School Biology Textbooks in Mainland China. International Journal of Science and Mathematics Education 21:6, pages 1749-1768.
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Ruth Chadwick & Eilish McLoughlin. (2022) Irish secondary school science teachers’ perspectives on addressing the COVID-19 crisis as socioscientific issues. Disciplinary and Interdisciplinary Science Education Research 4:1.
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Wonyong Park, Jen-Yi Wu & Sibel Erduran. (2020) The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan. Science & Education 29:4, pages 899-927.
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