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Vasilia Christidou, Fotini Bonoti & Vassilia Hatzinikita. (2023) Drawing a scientist: using the Emo-DAST to explore emotional aspects of children’s images of scientists. Research in Science & Technological Education 41:4, pages 1287-1308.
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Nicole M. Wessman-Enzinger & Natasha Gerstenschlager. (2023) Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes. Investigations in Mathematics Learning 15:3, pages 186-204.
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Renata Bellová, Mária Balážová & Peter Tomčík. (2023) Are attitudes towards science and technology related to critical areas in science education?. Research in Science & Technological Education 41:3, pages 1117-1132.
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Yunus Doğan, Veli Batdı & Mehmet Diyaddin Yaşar. (2023) Effectiveness of flipped classroom practices in teaching of science: a mixed research synthesis. Research in Science & Technological Education 41:1, pages 393-421.
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John Jerrim, Luis Alejandro Lopez-Agudo & Oscar David Marcenaro-Gutierrez. (2022) The link between financial education and financial literacy: A cross-national analysis. The Journal of Economic Education 53:4, pages 307-324.
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Franciani Cassia Sentanin, Matheus dos Santos Barbosa da Silva, Rosana F. Martinhão, Kenia Naara Parra, Daniela M. L. Barbato & Ana Claudia Kasseboehmer. (2022) Exploring how high school students experience intrinsically motivating elements in a science communication lecture on research in chemistry. International Journal of Science Education, Part B 12:3, pages 271-288.
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Ema Petričević, Daria Rovan & Nina Pavlin-Bernardić. (2022) Contextual and individual determinants of engagement in physics from the perspective of elementary school physics teachers. International Journal of Science Education 44:9, pages 1399-1418.
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Sibel Erduran, Olga Ioannidou & Jo-Anne Baird. (2021) The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods. International Journal of Science Education 43:18, pages 2885-2910.
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Judith Bennett, Jeremy Airey, Lynda Dunlop & Maria Turkenburg-van Diepen. (2020) The impact of human spaceflight on young people’s attitudes to STEM subjects. Research in Science & Technological Education 38:4, pages 417-438.
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Per Sund & Niklas Gericke. (2020) Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research 26:6, pages 772-794.
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Emilia Andersson-Bakken, Kirsti Marie Jegstad & Jonas Bakken. (2020) Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?. International Journal of Science Education 42:8, pages 1320-1338.
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Lorna Jarrett & George Takacs. (2020) Secondary students’ ideas about scientific concepts underlying climate change. Environmental Education Research 26:3, pages 400-420.
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Nasser Mansour. (2020) The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom. International Journal of Science Education 42:2, pages 190-217.
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Maya Antoun, Leonie Kronborg & Margaret Plunkett. (2020) Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students. Gifted and Talented International 35:1, pages 39-57.
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R. Sharpe & I. Abrahams. (2020) Secondary school students’ attitudes to practical work in biology, chemistry and physics in England. Research in Science & Technological Education 38:1, pages 84-104.
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Svetlana Chachashvili-Bolotin, Sabina Lissitsa & Marina Milner-Bolotin. (2019) STEM outcomes of second-generation immigrant students with high-skilled parental backgrounds. International Journal of Science Education 41:17, pages 2465-2483.
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Yan Wang, Jari Lavonen & Kirsi Tirri. (2019) An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland. International Journal of Science Education 41:11, pages 1435-1456.
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Annemie Struyf, Haydée De Loof, Jelle Boeve-de Pauw & Peter Van Petegem. (2019) Students’ engagement in different STEM learning environments: integrated STEM education as promising practice?. International Journal of Science Education 41:10, pages 1387-1407.
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Lynda Dunlop, Linda Clarke & Valerie McKelvey-Martin. (2019) Free-choice learning in school science: a model for collaboration between formal and informal science educators. International Journal of Science Education, Part B 9:1, pages 13-28.
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Maria Lindfors, Mikael Winberg & Madelen Bodin. (2019) The Role of Students’ Scientific Epistemic Beliefs in Computer-Simulated Problem Solving. Scandinavian Journal of Educational Research 63:1, pages 124-144.
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Stephen Tilling. (2018) Ecological science fieldwork and secondary school biology in England: does a more secure future lie in Geography?. The Curriculum Journal 29:4, pages 538-556.
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Ralph Levinson. (2018) Realising the school science curriculum. The Curriculum Journal 29:4, pages 522-537.
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Lindsay Hetherington, Mark Hardman, Jill Noakes & Rupert Wegerif. (2018) Making the case for a material-dialogic approach to science education. Studies in Science Education 54:2, pages 141-176.
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Amal Reda Malkawi & Ebtesam Qassim Rababah. (2018) Jordanian twelfth-grade science teachers’ self-reported usage of science and engineering practices in the next generation science standards. International Journal of Science Education 40:9, pages 961-976.
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Rena Dorph, Meghan E. Bathgate, Christian D. Schunn & Matthew A. Cannady. (2018) When I grow up: the relationship of science learning activation to STEM career preferences. International Journal of Science Education 40:9, pages 1034-1057.
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Derek Cheung. (2018) The key factors affecting students’ individual interest in school science lessons. International Journal of Science Education 40:1, pages 1-23.
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Katie Laux. (2018) A theoretical understanding of the literature on student voice in the science classroom. Research in Science & Technological Education 36:1, pages 111-129.
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Annemie Struyf, Jelle Boeve-de Pauw & Peter Van Petegem. (2017) ‘Hard science’: a career option for socially and societally interested students? Grade 12 students’ vocational interest gap explored. International Journal of Science Education 39:17, pages 2304-2320.
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Shaista Shirazi. (2017) Student experience of school science. International Journal of Science Education 39:14, pages 1891-1912.
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P. Sean Smith, Jennifer A. Torsiglieri, R. Keith Esch & Joan D. Pasley. (2017) When ‘we wish they knew’ meets ‘I want to know’. International Journal of Science Education 39:13, pages 1830-1845.
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Sherri DioGuardi. (2017) Teaching Criminological Theory: Using a Piaget Platform to Support Higher Level Learning. Journal of Criminal Justice Education 28:3, pages 441-460.
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Anssi Salonen, Anu Hartikainen-Ahia, Jonathan Hense, Annette Scheersoi & Tuula Keinonen. (2017) Secondary school students’ perceptions of working life skills in science-related careers. International Journal of Science Education 39:10, pages 1339-1352.
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Brady Michael Jack & Huann-shyang Lin. (2017) Making learning interesting and its application to the science classroom. Studies in Science Education 53:2, pages 137-164.
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Tracey-Ann Palmer, Paul F. Burke & Peter Aubusson. (2017) Why school students choose and reject science: a study of the factors that students consider when selecting subjects. International Journal of Science Education 39:6, pages 645-662.
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Masood Badri, Guang Yang, Karima Al Mazroui, Jihad Mohaidat, Asma Al Rashedi & Najwa Al Housani. (2017) Out-of-school experience categories influencing interest in biology of secondary school students by gender: exploration on an Abu Dhabi sample. Journal of Biological Education 51:2, pages 166-185.
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Aylin Çam & Ömer Geban. (2017) Effectiveness of case-based learning instruction on pre-service teachers’ chemistry motivation and attitudes toward chemistry. Research in Science & Technological Education 35:1, pages 74-87.
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Andrew Clapham. (2016) Enacting Informal Science Learning: Exploring the Battle for Informal Learning. British Journal of Educational Studies 64:4, pages 485-501.
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Agnes Mamombe, Monde Kazeni & Rian de Villiers. (2016) Context Preferences of Educators and Learners for Studying Genetics: A Case Study in South Africa. African Journal of Research in Mathematics, Science and Technology Education 20:2, pages 165-174.
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K.C. Busch. (2016) Polar Bears or People? Exploring Ways in Which Teachers Frame Climate Change in the Classroom. International Journal of Science Education, Part B 6:2, pages 137-165.
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Lama Z. Jaber & David Hammer. (2016) Engaging in Science: A Feeling for the Discipline. Journal of the Learning Sciences 25:2, pages 156-202.
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Matthew Bernacki, Timothy Nokes-Malach, J. Elizabeth Richey & Daniel M. Belenky. (2016) Science diaries: a brief writing intervention to improve motivation to learn science. Educational Psychology 36:1, pages 26-46.
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Heather King, Effrosyni Nomikou, Louise Archer & Elaine Regan. (2015) Teachers’ Understanding and Operationalisation of ‘Science Capital’. International Journal of Science Education 37:18, pages 2987-3014.
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Rebecca Sammet, Anna-Maria Kutta & Daniel Dreesmann. (2015) Hands-on or Video-based Learning with ANTicipation? A Comparative Approach to Identifying Student Motivation and Learning Enjoyment During a Lesson about Ants. Journal of Biological Education 49:4, pages 420-440.
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J. Bryan Henderson, Anna MacPherson, Jonathan Osborne & Andrew Wild. (2015) Beyond Construction: Five arguments for the role and value of critique in learning science. International Journal of Science Education 37:10, pages 1668-1697.
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Kirsti Marie Jegstad & Astrid Tonette Sinnes. (2015) Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development. International Journal of Science Education 37:4, pages 655-683.
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Comfort M. Ateh & Alicia Charpentier. (2014) Sustaining Student Engagement in Learning Science. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 87:6, pages 259-263.
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Charles Chikunda. (2014) Identifying Tensions around Gender-responsive Curriculum Practices in Science Teacher Education in Zimbabwe: An Activity Theory Analysis. African Journal of Research in Mathematics, Science and Technology Education 18:3, pages 264-275.
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Marion Händel, Xiaoju Duan, Margaret Sutherland & Albert Ziegler. (2014) Successful in Science Education and Still Popular: A pattern that is possible in China rather than in Germany or Russia. International Journal of Science Education 36:6, pages 887-907.
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Junqing Zhai, Jennifer Ann Jocz & Aik-Ling Tan. (2014) ‘Am I Like a Scientist?’: Primary children's images of doing science in school. International Journal of Science Education 36:4, pages 553-576.
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Annette Hilton & Geoff Hilton. (2013) Incorporating digital technologies into science classes: Two case studies from the field. International Journal of Pedagogies and Learning 8:3, pages 153-168.
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Gregor Cerinsek, Tina Hribar, Natasa Glodez & Slavko Dolinsek. (2013) Which are my Future Career Priorities and What Influenced my Choice of Studying Science, Technology, Engineering or Mathematics? Some Insights on Educational Choice—Case of Slovenia. International Journal of Science Education 35:17, pages 2999-3025.
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Tamjid Mujtaba & Michael
J. Reiss. (2013) What Sort of Girl Wants to Study Physics After the Age of 16? Findings from a Large-scale UK Survey. International Journal of Science Education 35:17, pages 2979-2998.
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Jayantee Naugah & Mike Watts. (2013) Girls and science education in Mauritius: a study of science class practices and their effects on girls. Research in Science & Technological Education 31:3, pages 252-268.
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Huann-shyang Lin, Zuway-R Hong & Ya-Chun Chen. (2013) Exploring the Development of College Students' Situational Interest in Learning Science. International Journal of Science Education 35:13, pages 2152-2173.
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Cara
E. Rabe-Hemp, Anu Gokhale & Lori Woeste. (2013) Perceptions of Science and Technology: A Comparison of Criminal Justice and Traditional Science and Technology Majors. Journal of Criminal Justice Education 24:2, pages 137-152.
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Emilia Fägerstam & Jonas Blom. (2013) Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning 13:1, pages 56-75.
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Orna Fallik, Sherman Rosenfeld & Bat-Sheva Eylon. (2013) School and out-of-school science: a model for bridging the gap. Studies in Science Education 49:1, pages 69-91.
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Jill Porter. (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education 36:1, pages 33-51.
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Pey-Tee Oon & R. Subramaniam. (2013) Factors Influencing Singapore Students' Choice of Physics as a Tertiary Field of Study: A Rasch analysis. International Journal of Science Education 35:1, pages 86-118.
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Carla M. Koretsky, Heather L. Petcovic & Katherine L. Rowbotham. (2012) Teaching Environmental Geochemistry: An Authentic Inquiry Approach. Journal of Geoscience Education 60:4, pages 311-324.
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Deborah
A. Chetcuti & Beriter Kioko. (2012) Girls’ Attitudes Towards Science in Kenya. International Journal of Science Education 34:10, pages 1571-1589.
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Galit Hagay & Ayelet Baram-Tsabari. (2012) Including Students’ Voices as Engagement With Curriculum: Perspectives From a Secondary Biology Course. Canadian Journal of Science, Mathematics and Technology Education 12:2, pages 160-177.
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Ruth Amos & Michael Reiss. (2012) The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK. International Journal of Science Education 34:4, pages 485-511.
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Elma Dijkstra & Martin Goedhart. (2011) Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences. Research in Science & Technological Education 29:2, pages 131-146.
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Jerneja Pavlin, Katarina Susman, Saša Ziherl, Nataša Vaupotič & Mojca Čepič. (2011) How to Teach Liquid Crystals?. Molecular Crystals and Liquid Crystals 547:1, pages 255/[1945]-261/[1951].
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Rosa Martín del Pozo, Rafael Porlán & Ana Rivero. (2011) The Progression of Prospective Teachers’ Conceptions of School Science Content. Journal of Science Teacher Education 22:4, pages 291-312.
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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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Pey‐Tee Oon & R. Subramaniam. (2011) On the Declining Interest in Physics among Students—From the perspective of teachers. International Journal of Science Education 33:5, pages 727-746.
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StephenM. Ritchie, Louisa Tomas & Megan Tones. (2011) Writing Stories to Enhance Scientific Literacy. International Journal of Science Education 33:5, pages 685-707.
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Maria Vetleseter Bøe, Ellen Karoline Henriksen, Terry Lyons & Camilla Schreiner. (2011) Participation in science and technology: young people’s achievement‐related choices in late‐modern societies. Studies in Science Education 47:1, pages 37-72.
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Rodger Bybee & Barry McCrae. (2011) Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science. International Journal of Science Education 33:1, pages 7-26.
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AmyM. Masnick, S.
Stavros Valenti, BrianD. Cox & ChristopherJ. Osman. (2010) A Multidimensional Scaling Analysis of Students’ Attitudes about Science Careers. International Journal of Science Education 32:5, pages 653-667.
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SusanM. Stocklmayer, LéonieJ. Rennie & JohnK. Gilbert. (2010) The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education 46:1, pages 1-44.
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Judith Bennett, Sylvia Hogarth, Fred Lubben, Bob Campbell & Alison Robinson. (2010) Talking Science: The research evidence on the use of small group discussions in science teaching. International Journal of Science Education 32:1, pages 69-95.
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Minkee Kim & Jinwoong Song. (2009) The Effects of Dichotomous Attitudes toward Science on Interest and Conceptual Understanding in Physics. International Journal of Science Education 31:17, pages 2385-2406.
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Derek Cheung. (2009) Developing a Scale to Measure Students’ Attitudes toward Chemistry Lessons. International Journal of Science Education 31:16, pages 2185-2203.
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Judith Bennett & Sylvia Hogarth. (2009) Would You Want to Talk to a Scientist at a Party? High school students’ attitudes to school science and to science. International Journal of Science Education 31:14, pages 1975-1998.
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Russell Tytler. (2009) School Innovation in Science: Improving science teaching and learning in Australian schools. International Journal of Science Education 31:13, pages 1777-1809.
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Lucy Avraamidou & Jonathan Osborne. (2009) The Role of Narrative in Communicating Science. International Journal of Science Education 31:12, pages 1683-1707.
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GjaltT. Prins, AstridM. W. Bulte, JanH. van Driel & Albert Pilot. (2008) Selection of Authentic Modelling Practices as Contexts for Chemistry Education. International Journal of Science Education 30:14, pages 1867-1890.
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CherylL. Blalock, MichaelJ. Lichtenstein, Steven Owen, Linda Pruski, Carolyn Marshall & MaryAnne Toepperwein. (2008) In Pursuit of Validity: A comprehensive review of science attitude instruments 1935–2005. International Journal of Science Education 30:7, pages 961-977.
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Ayelet Baram‐Tsabari & Anat Yarden. (2008) Girls’ biology, boys’ physics: evidence from free‐choice science learning settings. Research in Science & Technological Education 26:1, pages 75-92.
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Christine Chin & Jonathan Osborne. (2008) Students' questions: a potential resource for teaching and learning science. Studies in Science Education 44:1, pages 1-39.
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MaríaJ. Sáez, Angela Gómez Niño & Antonio Carretero. (2008) Matching Society Values: Students’ views of biotechnology. International Journal of Science Education 30:2, pages 167-183.
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SusanA. Yoon. (2008) An Evolutionary Approach to Harnessing Complex Systems Thinking in the Science and Technology Classroom. International Journal of Science Education 30:1, pages 1-32.
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Michèle Stears. (2007) Producing storied accounts from data - a teacher's narrative. Education as Change 11:1, pages 3-20.
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Martin Braund & Michael Reiss. (2006) Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning. International Journal of Science Education 28:12, pages 1373-1388.
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Patricia Murphy & Elizabeth Whitelegg. (2006) Girls and physics: continuing barriers to ‘belonging’. The Curriculum Journal 17:3, pages 281-305.
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Patricia Murphy, Stephen Lunn & Helen Jones. (2006) The impact of authentic learning on students' engagement with physics. The Curriculum Journal 17:3, pages 229-246.
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Martin Braund & Michael Reiss. (2006) Validity and worth in the science curriculum: learning school science outside the laboratory. The Curriculum Journal 17:3, pages 213-228.
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Vasilia Christidou. (2006) Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations. International Journal of Science Education 28:10, pages 1181-1199.
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Albert Pilot & AstridM.W. Bulte. (2006) The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding. International Journal of Science Education 28:9, pages 1087-1112.
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AstridM. W. Bulte, HannaB. Westbroek, Onno de Jong & Albert Pilot. (2006) A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts. International Journal of Science Education 28:9, pages 1063-1086.
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Terry Lyons. (2006) Different Countries, Same Science Classes: Students’ experiences of school science in their own words. International Journal of Science Education 28:6, pages 591-613.
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EdgarW. Jenkins. (2006) The Student Voice and School Science Education. Studies in Science Education 42:1, pages 49-88.
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Edgar W. Jenkins & N. W. Nelson. (2005) Important but not for me: students’ attitudes towards secondary school science in England. Research in Science & Technological Education 23:1, pages 41-57.
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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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Judith Bennett, Cornelia Gräsel, Ilka Parchmann & David Waddington. (2005) RESEARCH REPORT. International Journal of Science Education 27:13, pages 1521-1547.
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JoséJ.C. Teixeira‐Dias, Helena Pedrosa de Jesus, Francislê Neri de Souza & Mike Watts. (2005) Teaching for quality learning in chemistry. International Journal of Science Education 27:9, pages 1123-1137.
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Martin Braund & Vicky Hames. (2005) Improving progression and continuity from primary to secondary science: Pupils' reactions to bridging work. International Journal of Science Education 27:7, pages 781-801.
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Ayelet Baram‐Tsabari & Anat Yarden. (2005) Characterizing children’s spontaneous interests in science and technology. International Journal of Science Education 27:7, pages 803-826.
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Joke Van Aalsvoort. (2004) Logical positivism as a tool to analyse the problem of chemistry's lack of relevance in secondary school chemical education. International Journal of Science Education 26:9, pages 1151-1168.
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Mike Watts. (2003) The orchestration of learning and teaching methods in science education. Canadian Journal of Science, Mathematics and Technology Education 3:4, pages 451-464.
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