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Alejandra Meneses, José-Pablo Escobar & Soledad Véliz. (2018) The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: text scaffolding and comprehension skills. International Journal of Science Education 40:18, pages 2226-2244.
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Karin Ehrlén. (2008) Children’s Understanding of Globes as a Model of the Earth: A problem of contextualizing. International Journal of Science Education 30:2, pages 221-238.
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Laurence Viennot & Wanda Kaminski. (2006) Can we Evaluate the Impact of a Critical Detail? The Role of a Type of Diagram in Understanding Optical Imaging. International Journal of Science Education 28:15, pages 1867-1885.
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Italo Testa, Silvio Leccia & Emanuella Puddu. (2014) Astronomy textbook images: do they really help students?. Physics Education 49:3, pages 332-343.
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Aikaterini Rizaki & Panagiotis Kokkotas. (2009) The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education. Science & Education 22:5, pages 1141-1165.
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조광희 & JINWOONG SONG. (2012) A Survey of Teachers’ Perception of Choices, Usages, and Roles of Examples in Middle School Science. Teacher Education Research 51:2, pages 259-270.
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Jeong-A Lee, Seung-Ho Maeng & Chan-Jong Kim. (2007) The Socio-semiotic Analysis of Visual Images in Elementary Science Textbooks: Focused on Weather and Forecast. Journal of the Korean earth science society 28:3, pages 277-288.
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Rómulo Gallego Badillo, Royman Pérez Miranda, Torres de Gallego & Luz Nery Torres. (2004) Formación inicial de profesores de ciencias en Colombia: un estudio a partir de programas acreditados. Ciência & Educação (Bauru) 10:2, pages 219-234.
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Lidia Borghi, Anna De Ambrosis & Paolo Mascheretti. (2003) Developing relevant teaching strategies during in-service training. Physics Education 38:1, pages 41-46.
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