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Shaohui Chi & Zuhao Wang. (2023) Students’ science learning experiences and career expectations: mediating effects of science-related attitudes and beliefs. International Journal of Science Education 45:9, pages 754-780.
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Nazanin Adhami & Mahboubeh Taghizadeh. (2022) Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning 0:0, pages 1-37.
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Kerstin Röllke, Daniela Sellmann-Risse, Annkathrin Wenzel & Norbert Grotjohann. (2021) Impact of inquiry-based learning in a molecular biology class on the dimensions of students’ situational interest. International Journal of Science Education 43:17, pages 2843-2865.
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Jeffrey Nordine, Stefan Sorge, Ibrahim Delen, Robert Evans, Kalle Juuti, Jari Lavonen, Pernilla Nilsson, Mathias Ropohl & Matthias Stadler. (2021) Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education 32:8, pages 911-933.
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I. Stamer, M. A. David, T. Höffler, S. Schwarzer & I. Parchmann. (2021) Authentic insights into science: scientific videos used in out-of-school learning environments. International Journal of Science Education 43:6, pages 868-887.
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Sasha K. Seroy, Hanis Zulmuthi & Daniel Grünbaum. (2020) Connecting chemistry concepts with environmental context using student-built pH sensors. Journal of Geoscience Education 68:4, pages 334-344.
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Insa Stamer, Hanno Pönicke, Frederike Tirre, Antti Laherto, Tim Höffler, Stefan Schwarzer & Ilka Parchmann. (2020) Development & validation of scientific video vignettes to promote perception of authentic science in student laboratories. Research in Science & Technological Education 38:2, pages 168-184.
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Frederike Tirre, Lorenz Kampschulte, Gun-Brit Thoma, Tim Höffler & Ilka Parchmann. (2019) Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science, the Nature of Scientists and the Nature of Scientific Inquiry. Research in Science & Technological Education 37:4, pages 393-418.
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Pei-Ling Hsu & Laura Venegas. (2018) Activity features of high school students’ science learning in an open-inquiry-based internship programme. International Journal of Science Education 40:12, pages 1391-1409.
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Chia-Chen Chen & Chien-Yi Chen. (2018) Exploring the effect of learning styles on learning achievement in a u-Museum. Interactive Learning Environments 26:5, pages 664-681.
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Achilleas Mandrikas, Dimitrios Stavrou, Krystallia Halkia & Constantine Skordoulis. (2018) Preservice Elementary Teachers’ Study Concerning Wind on Weather Maps. Journal of Science Teacher Education 29:1, pages 65-82.
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Jingoo Kang & Tuula Keinonen. (2017) The effect of inquiry-based learning experiences on adolescents’ science-related career aspiration in the Finnish context. International Journal of Science Education 39:12, pages 1669-1689.
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Anna Maria Arias, P. Sean Smith, Elizabeth A. Davis, John-Carlos Marino & Annemarie S. Palincsar. (2017) Justifying Predictions: Connecting Use of Educative Curriculum Materials to Students’ Engagement in Science Argumentation. Journal of Science Teacher Education 28:1, pages 11-35.
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Anna Maria Arias, Elizabeth A. Davis, John-Carlos Marino, Sylvie M. Kademian & Annemarie Sullivan Palincsar. (2016) Teachers’ use of educative curriculum materials to engage students in science practices. International Journal of Science Education 38:9, pages 1504-1526.
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Paichi Pat Shein & Chun-Yen Tsai. (2015) Impact of a Scientist–Teacher Collaborative Model on Students, Teachers, and Scientists. International Journal of Science Education 37:13, pages 2147-2169.
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Lisette van Rens, Philip Hermarij, Albert Pilot, Jos Beishuizen, Herman Hofman & Marjolein Wal. (2014) Pre-university Chemistry Students in a Mimicked Scholarly Peer Review. International Journal of Science Education 36:15, pages 2514-2533.
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Zoë E. Buck, Hee-Sun Lee & Joanna Flores. (2014) I Am Sure There May Be a Planet There: Student articulation of uncertainty in argumentation tasks. International Journal of Science Education 36:14, pages 2391-2420.
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Amber Schultz Bismack, Anna Maria Arias, Elizabeth A. Davis & Annemarie Sullivan Palincsar. (2014) Connecting Curriculum Materials and Teachers: Elementary Science Teachers’ Enactment of a Reform-Based Curricular Unit. Journal of Science Teacher Education 25:4, pages 489-512.
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Achilleas Mandrikas, Constantine Skordoulis & Krystallia Halkia. (2013) Pre-Service Elementary Teachers' Conceptions about Wind. International Journal of Science Education 35:11, pages 1902-1924.
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Carol Rees, Richard Pardo & Jennifer Parker. (2013) Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework. Journal of Science Teacher Education 24:3, pages 475-496.
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Astrid Steele, Christine Brew, Carol Rees & Sheliza Ibrahim-Khan. (2013) Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction. Journal of Science Teacher Education 24:1, pages 111-131.
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Adri Dierdorp, Arthur Bakker, Harrie Eijkelhof & Jan van Maanen. (2011) Authentic Practices as Contexts for Learning to Draw Inferences Beyond Correlated Data. Mathematical Thinking and Learning 13:1-2, pages 132-151.
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Pei‐Ling Hsu, Michiel van Eijck & Wolff‐Michael Roth. (2010) Students’ Representations of Scientific Practice during a Science Internship: Reflections from an activity‐theoretic perspective. International Journal of Science Education 32:9, pages 1243-1266.
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Loretta D. Asay & MaryKay Orgill. (2010) Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007. Journal of Science Teacher Education 21:1, pages 57-79.
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AprilL. Luehmann & Dina Markowitz. (2007) Science Teachers’ Perceived Benefits of an Out‐of‐school Enrichment Programme: Identity needs and university affordances. International Journal of Science Education 29:9, pages 1133-1161.
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Derek Hodson. (2006) Why we should prioritize learning about science. Canadian Journal of Science, Mathematics and Technology Education 6:3, pages 293-311.
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Hadas Gelbart & Anat Yarden. (2006) Learning genetics through an authentic research simulation in bioinformatics. Journal of Biological Education 40:3, pages 107-112.
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Berta Marco-Stiefel. (2004) Alfabetización científica: un puente entre la ciencia escolar y las fronteras científicas. Culture and Education 16:3, pages 273-287.
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