Citations (96)
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Jing-Wen Lin & Ruan-Ching Yu. (2022) Examining modelling ability before educational reforms: findings of cross-country comparisons of grade 8 data from TIMSS 2011. Asia Pacific Journal of Education 42:4, pages 744-759.
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Holly White, Diane Lally & Cory T. Forbes. (2022) Investigating groundwater: Middle school students’ mapping data-driven, computer-based models to socio-hydrologic phenomena. Journal of Geoscience Education 70:1, pages 101-113.
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Adam Bennion, Elizabeth A. Davis & Annemarie S. Palincsar. (2022) Novice elementary teachers’ knowledge of, beliefs about, and planning for the science practices: a longitudinal study. International Journal of Science Education 44:1, pages 136-155.
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Jasja Valckx, Ruben Vanderlinde & Geert Devos. (2021) Do teachers’ educational beliefs affect the relationship between departmental leadership and interpersonal PLC characteristics?. Professional Development in Education 0:0, pages 1-18.
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Jessica B. Napier, Julie A. Luft & Harleen Singh. (2020) In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field. Journal of Science Teacher Education 31:7, pages 802-820.
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Tina Vo, Cory Forbes, Laura Zangori & Christina V. Schwarz. (2019) Longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena. International Journal of Science Education 41:18, pages 2788-2807.
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Sarah Lena Günther, Jennifer Fleige, Annette Upmeier zu Belzen & Dirk Krüger. (2019) Using the Case Method to Foster Preservice Biology Teachers’ Content Knowledge and Pedagogical Content Knowledge Related to Models and Modeling. Journal of Science Teacher Education 30:4, pages 321-343.
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Laura Zangori, Jaimie Foulk, Troy D. Sadler & Amanda Peel. (2018) Exploring Elementary Teachers’ Perceptions and Characterizations of Model-Oriented Issue-Based Teaching. Journal of Science Teacher Education 29:7, pages 555-577.
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Moritz Krell & Dirk Krüger. (2016) Testing Models: A Key Aspect to Promote Teaching Activities Related to Models and Modelling in Biology Lessons?. Journal of Biological Education 50:2, pages 160-173.
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Anna Bergqvist, Michal Drechsler & Shu-Nu Chang Rundgren. (2016) Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models. International Journal of Science Education 38:2, pages 298-318.
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Sérgio Gaitas & Margarida Alves Martins. (2015) Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education 30:4, pages 492-505.
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Siebrich de Vries, Wim J.C.M. van de Grift & Ellen P.W.A. Jansen. (2014) How teachers’ beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching 20:3, pages 338-357.
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Yael
M. Bamberger & Elizabeth
A. Davis. (2013) Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression. International Journal of Science Education 35:2, pages 213-238.
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Loucas
T. Louca & Zacharias
C. Zacharia. (2012) Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions. Educational Review 64:4, pages 471-492.
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Todd Campbell, Phil
Seok Oh & Drew Neilson. (2012) Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms. International Journal of Science Education 34:15, pages 2393-2419.
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Sean A Rands. (2012) Using Physical and Computer Simulations of Collective Behaviour as an Introduction to Modelling Concepts for Applied Biologists. Bioscience Education 19:1, pages 1-10.
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Isabelle Kermen & Martine Méheut. (2011) Grade 12 French Students’ use of a Thermodynamic Model for Predicting the Direction of Incomplete Chemical Changes. International Journal of Science Education 33:13, pages 1745-1773.
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Phil Seok Oh & Sung Jin Oh. (2011) What Teachers of Science Need to Know about Models: An overview. International Journal of Science Education 33:8, pages 1109-1130.
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Lisa Kenyon, Elizabeth A. Davis & Barbara Hug. (2011) Design Approaches to Support Preservice Teachers in Scientific Modeling. Journal of Science Teacher Education 22:1, pages 1-21.
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Luciana Danusso, Italo Testa & Matilde Vicentini. (2010) Improving Prospective Teachers’ Knowledge about Scientific Models and Modelling: Design and evaluation of a teacher education intervention. International Journal of Science Education 32:7, pages 871-905.
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Valarie L. Akerson, J. Scott Townsend, Lisa A. Donnelly, Deborah L. Hanson, Praweena Tira & Orvil White. (2009) Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling. Journal of Science Teacher Education 20:1, pages 21-40.
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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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Mark Windschitl, Jessica Thompson & Melissa Braaten. (2008) How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms. Cognition and Instruction 26:3, pages 310-378.
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Ineke Henze, Jan Van Driel & Nico Verloop. (2007) The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform. International Journal of Science Education 29:15, pages 1819-1846.
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Christina V. Schwarz, Jason Meyer & Ajay Sharma. (2007) Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods. Journal of Science Teacher Education 18:2, pages 243-269.
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Paul Engelschalt, Tom Bielik, Moritz Krell, Dirk Krüger & Annette Upmeier zu Belzen. Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models. International Journal of Science Education 0:0, pages 1-24.
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Thuli G. Ntuli & Awelani V. Mudau. (2023) Pedagogical issues of Senior Phase teachers when teaching the matter and materials strand of natural sciences. South African Journal of Education 43:2, pages 1-7.
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Loucas T. Louca & Zacharias C. Zacharia. (2023) Examining models constructed by kindergarten children. Journal of Research in Science Teaching.
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Melanie Ripsam & Claudia Nerdel. (2022) Augmented reality for chemistry education to promote the use of chemical terminology in teacher trainings. Frontiers in Psychology 13.
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Linghong Li, Martin Valcke, Linda Badan & Christoph Anderl. (2022) Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation. Language Teaching Research, pages 136216882211176.
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Suat ÜNAL, Hilal YETİM & Ali İhsan BENZER. (2022) Öğretmen Adaylarının Modellerin Doğası Hakkındaki GörüşleriThe Views of Prospective Teachers about the Nature of Models. Bayburt Eğitim Fakültesi Dergisi 17:34, pages 586-605.
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Hakan Şevki AYVACI & Sinan BÜLBÜL. (2022) Bilgisayar Tabanlı Etkinliklerin Ortaokul Öğrencilerinin Modelleme Becerilerine Etkisinin İncelenmesiInvestigation of the Effects of Computer Based Activities on Modeling Skills of Secondary School Students. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 22:1, pages 226-262.
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Mei-Hung Chiu & Jing-Wen Lin. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Fan Shi, Lei Wang, Xiufeng Liu & Mei‐Hung Chiu. (2021) Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance. Journal of Research in Science Teaching 58:9, pages 1359-1388.
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Sanne Schnell Nielsen & Jan Alexis Nielsen. (2019) A Competence-Oriented Approach to Models and Modelling in Lower Secondary Science Education: Practices and Rationales Among Danish Teachers. Research in Science Education 51:S2, pages 565-593.
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Jasja Valckx, Ruben Vanderlinde & Geert Devos. (2021) Measuring and exploring the structure of teachers’ educational beliefs. Studies in Educational Evaluation 70, pages 101018.
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Meng-Fei Cheng, Tsung-Yu Wu & Shu-Fen Lin. (2019) Investigating the Relationship Between Views of Scientific Models and Modeling Practice. Research in Science Education 51:S1, pages 307-323.
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Jung-Yi Hung, Hsin-Yi Chang & Jeng-Fung Hung. (2019) An Experienced Science Teacher’s Metavisualization in the Case of the Complex System of Carbon Cycling. Research in Science Education 51:2, pages 493-521.
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Sanne Schnell Nielsen & Jan Alexis Nielsen. (2021) Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum. Eurasia Journal of Mathematics, Science and Technology Education 17:4, pages em1954.
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Djamel Houatis. (2021) Les connaissances des enseignants universitaires algériens sur la notion de modèle scientifique. ITM Web of Conferences 39, pages 02004.
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Mei-Hung Chiu & Jing-Wen Lin. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Anja Lembens, Susanne Hammerschmid, Susanne Jaklin-Farcher, Christian Nosko & Katrin Reiter. (2019) Textbooks as source for conceptional confusion in teaching and learning ‘acids and bases’ in lower secondary school. Chemistry Teacher International 1:2.
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Paula Tuzón & Jordi Solbes. (2016) Particle Physics in High School: A Diagnose Study. PLOS ONE 11:6, pages e0156526.
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Conxita Márquez, Mercè Izquierdo & Mariona Espinet. (2006) Multimodal science teachers' discourse in modeling the water cycle. Science Education 90:2, pages 202-226.
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Mark Windschitl & Jessica Thompson. (2016) Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry. American Educational Research Journal 43:4, pages 783-835.
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