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Xinli Zhang, Yuchen Chen, Yiwei Bao & Lailin Hu. (2023) Robot illustrated: Exploring elementary students’ perceptions of robots via the draw-a-robot test. Journal of Research on Technology in Education 0:0, pages 1-26.
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Ying Zhou, Xiuting Li, Ching Sing Chai, Chin-Chung Tsai & Jyh-Chong Liang. (2022) Do parents’ conceptions of learning science predict students’ approaches to learning science and their self-efficacy for learning science?. International Journal of Science Education 44:13, pages 2085-2109.
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Ozlem Sadi & Min-Hsien Lee. (2022) Relationships between constructivist learning environment perceptions, conceptions of learning biology and achievement goal orientations. Journal of Biological Education 0:0, pages 1-18.
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Georgios Stylos, Aikaterini Sargioti, Dimitrios Mavridis & Konstantinos T. Kotsis. (2021) Validation of the thermal concept evaluation test for Greek university students’ misconceptions of thermal concepts. International Journal of Science Education 43:2, pages 247-273.
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Eralp Bahçivan & Yasin Aydin. (2020) Pre-service Science Teachers’ Teaching Beliefs: Responding to ‘Which’, ‘How’ and ‘Why’ Questions. Action in Teacher Education 42:2, pages 120-136.
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Anneli Niikko & Aino Ugaste. (2019) Estonian and Finnish preschool teachers’ conceptions of learning. European Early Childhood Education Research Journal 27:1, pages 40-52.
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Kuan-Ming Shen, Tung-Lin Li & Min-Hsien Lee. (2018) Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education 40:17, pages 2137-2157.
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Eralp Bahçivan, Erhan Güneş & Mutlu Tahsin Üstündağ. (2018) A comprehensive model covering prospective teachers’ technology use: the relationships among self, teaching and learning conceptions and attitudes. Technology, Pedagogy and Education 27:4, pages 399-416.
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Wen-Min Hsieh & Chin-Chung Tsai. (2018) Learning illustrated: An exploratory cross-sectional drawing analysis of students' conceptions of learning. The Journal of Educational Research 111:2, pages 139-150.
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Lanqin Zheng, Yan Dong, Ronghuai Huang, Chun-Yen Chang & Kaushal Kumar Bhagat. (2018) Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science. International Journal of Science Education 40:2, pages 139-158.
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Tamirirofa Chirikure, Paul Hobden & Sally Hobden. (2018) Exploring Zimbabwean Advanced Level Chemistry Students’ Approaches to Investigations from a Learning Perspective. African Journal of Research in Mathematics, Science and Technology Education 22:1, pages 60-69.
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Özlem Sadi & Min-Hsien Lee. (2018) Exploring Taiwanese and Turkish high school students’ conceptions of learning biology. Journal of Biological Education 52:1, pages 18-30.
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Fuensanta Monroy & José L. González-Geraldo. (2018) Measuring learning: discrepancies between conceptions of and approaches to learning. Educational Studies 44:1, pages 81-98.
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Subhash Abhayawansa, Mark Bowden & Soma Pillay. (2017) Students’ conceptions of learning in the context of an accounting degree. Accounting Education 26:3, pages 213-241.
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Wen-Min Hsieh & Chin-Chung Tsai. (2017) Exploring students’ conceptions of science learning via drawing: a cross-sectional analysis. International Journal of Science Education 39:3, pages 274-298.
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Silvia Wen-Yu Lee, Jyh-Chong Liang & Chin-Chung Tsai. (2016) Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. International Journal of Science Education 38:15, pages 2327-2345.
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Yu-Li Chiu, Tzung-Jin Lin & Chin-Chung Tsai. (2016) The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses. Research in Science & Technological Education 34:3, pages 359-377.
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Kuan-Ming Shen, Min-Hsien Lee, Chin-Chung Tsai & Chun-Yen Chang. (2016) Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan. International Journal of Science Education 38:9, pages 1527-1547.
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Malcolm Tight. (2016) Phenomenography: the development and application of an innovative research design in higher education research. International Journal of Social Research Methodology 19:3, pages 319-338.
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Eralp Bahçivan. (2016) Investigating the relationships among PSTs’ teaching beliefs: are epistemological beliefs central?. Educational Studies 42:2, pages 221-238.
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Hsin-Ning Jessie Ho & Jyh-Chong Liang. (2015) The Relationships Among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A study of Taiwan high school students. International Journal of Science Education 37:16, pages 2688-2707.
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Ozlem Sadi & Min-Hsien Lee. (2015) The conceptions of learning science for science-mathematics groups and literature-mathematics groups in Turkey. Research in Science & Technological Education 33:2, pages 182-196.
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Tzu-Chiang Lin, Jyh-Chong Liang & Chin-Chung Tsai. (2015) Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors. International Journal of Science Education 37:3, pages 446-468.
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Peichin Chang & Chin-Chung Tsai. (2014) EFL doctoral students' conceptions of authorial stance in academic knowledge claims and the tie to epistemic beliefs. Teaching in Higher Education 19:5, pages 525-542.
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Tzung-Jin Lin, Min-Hsien Lee & Chin-Chung Tsai. (2014) The Commonalities and Dissonances Between High-School Students' and Their Science Teachers' Conceptions of Science Learning and Conceptions of Science Assessment: A Taiwanese sample study. International Journal of Science Education 36:3, pages 382-405.
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Tzung-Jin Lin & Chin-Chung Tsai. (2013) An investigation of Taiwanese high school students’ science learning self-efficacy in relation to their conceptions of learning science. Research in Science & Technological Education 31:3, pages 308-323.
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Tzung-Jin Lin, Amos Yoong Shin Goh, Ching Sing Chai & Chin-Chung Tsai. (2013) An initial examination of Singaporean seventh and eighth graders’ views of nature of science. Research in Science & Technological Education 31:2, pages 117-132.
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Hung-Ming Lin & Chin-Chung Tsai. (2013) The development of the Conceptions of Learning Management inventory. Studies in Higher Education 38:5, pages 741-757.
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Guo-Li Chiou, Min-Hsien Lee & Chin-Chung Tsai. (2013) High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education 31:1, pages 1-15.
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Xihe Zhu. (2013) Exploring Students' Conception and Expectations of Achievement in Physical Education. Measurement in Physical Education and Exercise Science 17:1, pages 62-73.
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Guo-Li Chiou, Jyh-Chong Liang & Chin-Chung Tsai. (2012) Undergraduate Students’ Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences. International Journal of Science Education 34:2, pages 167-195.
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Hung-Ming Lin & Chin-Chung Tsai. (2011) College students' conceptions of learning management: the difference between traditional (face-to-face) instruction and Web-based learning environments. Learning, Media and Technology 36:4, pages 437-452.
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Jyh‐Chong Liang & Chin‐Chung Tsai. (2010) Relational Analysis of College Science‐Major Students’ Epistemological Beliefs Toward Science and Conceptions of Learning Science. International Journal of Science Education 32:17, pages 2273-2289.
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Min‐Hsien Lee, Chun‐Yen Chang & Chin‐Chung Tsai. (2009) Exploring Taiwanese High School Students’ Perceptions of and Preferences for Teacher Authority in the Earth Science Classroom with Relation to their Attitudes and Achievement. International Journal of Science Education 31:13, pages 1811-1830.
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Chin‐Chung Tsai & Pi‐Chu Kuo. (2008) Cram School Students’ Conceptions of Learning and Learning Science in Taiwan. International Journal of Science Education 30:3, pages 353-375.
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Yun-Fang Tu & Gwo-Jen Hwang. University students’ conceptions of ChatGPT-supported learning: a drawing and epistemic network analysis. Interactive Learning Environments 0:0, pages 1-25.
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