Citations (78)
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Elena Folsche & Florian Fiebelkorn. (2022) Students’ conceptions of keeping fattening pigs and dairy cows: an exploratory interview study with elementary school students in North-West Germany. Journal of Biological Education 0:0, pages 1-31.
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Elon Langbeheim & Sharona T. Levy. (2018) Feeling the forces within materials: bringing inter-molecular bonding to the fore using embodied modelling. International Journal of Science Education 40:13, pages 1567-1586.
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Sari Havu-Nuutinen, Sirpa Kärkkäinen & Tuula Keinonen. (2018) Changes in primary school pupils' conceptions of water in the context of Science, Technology, and Society (STS) instruction. International Research in Geographical and Environmental Education 27:2, pages 118-134.
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Yijun Hao & Marilyn Fleer. (2017) Collective interpretations of early science learning about Earth and Space: a cultural-historical study of family settings for scientific imagination. Pedagogies: An International Journal 12:4, pages 354-373.
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Madeleine Schultz, Gwendolyn A. Lawrie, Chantal H. Bailey, Simon B. Bedford, Tim R. Dargaville, Glennys O'Brien, Roy Tasker, Christopher D. Thompson, Mark Williams & Anthony H. Wright. (2017) Evaluation of diagnostic tools that tertiary teachers can apply to profile their students’ conceptions. International Journal of Science Education 39:5, pages 565-586.
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Rola Khishfe. (2017) Consistency of nature of science views across scientific and socio-scientific contexts. International Journal of Science Education 39:4, pages 403-432.
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Elina Malleus, Eve Kikas & Sigrid Kruus. (2016) Students' understanding of cloud and rainbow formation and teachers' awareness of students' performance. International Journal of Science Education 38:6, pages 993-1011.
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Courtney Ngai, Hannah Sevian & Vicente Talanquer. (2014) What is this Substance? What Makes it Different? Mapping Progression in Students’ Assumptions about Chemical Identity. International Journal of Science Education 36:14, pages 2438-2461.
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Jan Christoph Hadenfeldt, Xiufeng Liu & Knut Neumann. (2014) Framing students’ progression in understanding matter: a review of previous research. Studies in Science Education 50:2, pages 181-208.
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Russell Tytler & Vaughan Prain. (2010) A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives. International Journal of Science Education 32:15, pages 2055-2078.
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George Papageorgiou, Dimitrios Stamovlasis & Phil
Michael Johnson. (2010) Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: Effect of an in‐service training course. International Journal of Science Education 32:5, pages 629-652.
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KeithS. Taber & Alejandra García-Franco. (2010) Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter. Journal of the Learning Sciences 19:1, pages 99-142.
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Vaughan Prain, Russell Tytler & Suzanne Peterson. (2009) Multiple Representation in Learning About Evaporation. International Journal of Science Education 31:6, pages 787-808.
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George Papageorgiou, Philip Johnson & Fotis Fotiades. (2008) Explaining melting and evaporation below boiling point. Can software help with particle ideas?. Research in Science & Technological Education 26:2, pages 165-183.
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Chia‐Hsing Tsai, Hsueh‐Yu Chen, Ching‐Yang Chou & Kuen‐Der Lain. (2007) Current as the Key Concept of Taiwanese Students’ Understandings of Electric Circuits. International Journal of Science Education 29:4, pages 483-496.
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OscarE. Tamayo Alzate & Neus Sanmartí Puig. (2007) High‐school Students' Conceptual Evolution of the Respiration Concept from the Perspective of Giere's Cognitive Science Model. International Journal of Science Education 29:2, pages 215-248.
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Karen Kerr, Jim Beggs & Colette Murphy. (2006) Comparing children's and student teachers’ ideas about science concepts. Irish Educational Studies 25:3, pages 289-302.
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Bayram Coştu & Alipaşa Ayas. (2005) Evaporation in different liquids: secondary students’ conceptions. Research in Science & Technological Education 23:1, pages 75-97.
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George Papageorgiou & Philip Johnson. (2005) Do Particle Ideas Help or Hinder Pupils’ Understanding of Phenomena?. International Journal of Science Education 27:11, pages 1299-1317.
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Sukjin Kang, LawrenceC. Scharmann, Taehee Noh & Hanjoong Koh. (2005) The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education 27:9, pages 1037-1058.
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Seoung‐Hey Paik, Hyo‐Nam Kim, Boo‐Kyoung Cho & Jae‐Won Park. (2004) K‐8th grade Korean students' conceptions of ‘changes of state’ and ‘conditions for changes of state’. International Journal of Science Education 26:2, pages 207-224.
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Russell Tytler & Suzanne Peterson. (2004) Young children learning about evaporation: A longitudinal perspective. Canadian Journal of Science, Mathematics and Technology Education 4:1, pages 111-126.
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Ingemar Holgersson & Lena Löfgren. (2004) A long‐term study of students’ explanations of transformations of matter. Canadian Journal of Science, Mathematics and Technology Education 4:1, pages 77-96.
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GustavF. Helldén. (2004) A study of recurring core developmental features in students’ conceptions of some key ecological processes. Canadian Journal of Science, Mathematics and Technology Education 4:1, pages 59-76.
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Susanne Koerber & Christopher Osterhaus. (2021) Science competencies in kindergarten: a prospective study in the last year of kindergartenWissenschaftliche Kompetenzen im Kindergarten: Eine prospektive Längsschnittstudie im letzten Kindergartenjahr. Unterrichtswissenschaft 49:1, pages 117-136.
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Ines Nuić & Saša Aleksej Glažar. (2019) The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter. EURASIA Journal of Mathematics, Science and Technology Education 16:2.
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Annika Åkerblom, Daniela Součková & Niklas Pramling. (2018) Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity. Cultural Studies of Science Education 14:4, pages 879-895.
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Elon Langbeheim & Sharona T. Levy. (2019) Diving into the particle model: Examining the affordances of a single user participatory simulation. Computers & Education 139, pages 65-80.
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Semiha YÜKSEK USTA & Fatma TEZEL ŞAHİN. (2019) Çocukların Coğrafi Farkındalıkları: Montessori Eğitiminin Yansımaları. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 39:1, pages 1-35.
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Elina Malleus, Eve Kikas & Tiivi Marken. (2016) Kindergarten and Primary School Children’s Everyday, Synthetic, and Scientific Concepts of Clouds and Rainfall. Research in Science Education 47:3, pages 539-558.
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Chua Kah Heng & Mageswary Karpudewan. 2017. Overcoming Students' Misconceptions in Science. Overcoming Students' Misconceptions in Science
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Steffen Tröbst, Thilo Kleickmann, Kim Lange-Schubert, Anne Rothkopf & Kornelia Möller. (2016) Instruction and Students’ Declining Interest in Science. American Educational Research Journal 53:1, pages 162-193.
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Seoung-Hey Paik & Yang Ah Kim. (2015) The Elementary School Teachers' Thoughts of the Classification Criteria for Evaporation and Boiling Concept in the Heating and Non- Heating Conditions. Journal of the Korean Chemical Society 59:4, pages 289-295.
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DAVID HAMMER & TIFFANY-ROSE SIKORSKI. (2015) Implications of Complexity for Research on Learning Progressions. Science Education 99:3, pages 424-431.
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Eun-Young Kim. (2013) Liquid Conservation Concept In The Water Evaporation Phenomenon According To The Age and Task-Situations. Korean Journal of Human Ecology 22:1, pages 17-27.
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Zubeyde Demet Kirbulut & Michael Edward Beeth. (2011) Consistency of Students’ Ideas across Evaporation, Condensation, and Boiling. Research in Science Education 43:1, pages 209-232.
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Eun Young Kim & Soon Hyung Yi. (2012) Liquid Conservation Concept in the Water Boiling Phenomenon among 4-, 6-, 8- Year Olds. The Korean Journal of Community Living Science 23:4, pages 447-455.
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Mirjam Steffensky, Eva-Maria Lankes, Claus H. Carstensen & Christina Nölke. (2012) Alltagssituationen und Experimente: Was sind geeignete naturwissenschaftliche Lerngelegenheiten für Kindergartenkinder?Daily life and experiments: what are the appropriate learning settings for children in kindergarten? Findings from the SNaKE project. Zeitschrift für Erziehungswissenschaft 15:1, pages 37-54.
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Bayram Coştu, Alipaşa Ayas & Mansoor Niaz. (2011) Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation. Instructional Science 40:1, pages 47-67.
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Lena Löfgren & Gustav Helldén. (2007) Following Young Students’ Understanding of Three Phenomena in which Transformations of Matter Occur. International Journal of Science and Mathematics Education 6:3, pages 481-504.
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S. C. Li, N. Law & K. F. A. Lui. (2006) Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in science. Journal of Computer Assisted Learning 22:6, pages 405-422.
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Maria Varelas, Christine C. Pappas & Amy Rife. (2006) Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation. Journal of Research in Science Teaching 43:7, pages 637-666.
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Russell Tytler & Suzanne Peterson. (2003) From “Try It and See” to strategic exploration: Characterizing young children's scientific reasoning. Journal of Research in Science Teaching 41:1, pages 94-118.
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