Citations (212)
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Fatma Yaman & Brian Hand. (2023) Examining the link between oral and written reasoning within a generative learning environment: the impact of the Science Writing Heuristic approach. International Journal of Science Education 0:0, pages 1-23.
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Tamara Roth & Franz X. Bogner. (2023) The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations. International Journal of Science Education 0:0, pages 1-24.
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S. Jayasree, K. Subramaniam & R. Ramanujam. (2023) Coherent formalisability as acceptability criterion for students’ mathematical discourse. Research in Mathematics Education 25:2, pages 135-153.
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Garth Stahl, Laura Scholes, Sarah McDonald, Reece Mills, Jo Lunn Brownlee & Barbara Comber. (2022) Scoping review of conceptions of literacy in middle school science. Research Papers in Education 0:0, pages 1-21.
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Soleil Roper, Daniel Carpenter & Esther Garza. (2021) Teacher approaches to writing in science in bilingual elementary classrooms. International Journal of Bilingual Education and Bilingualism 24:8, pages 1107-1127.
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Matthew Peterson, Cesar Delgado, Kok-Sing Tang, Clément Bordas & Kayla Norville. (2021) A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays. International Journal of Science Education 43:2, pages 314-343.
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Corinne Maxwell-Reid. (2020) Classroom discourse in bilingual secondary science: language as medium or language as dialectic?. International Journal of Bilingual Education and Bilingualism 23:4, pages 499-512.
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Annika Karlsson, Pia Nygård Larsson & Anders Jakobsson. (2019) Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education 41:15, pages 2049-2069.
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Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
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Tiberio Garza, Margarita Huerta, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2018) Pedagogical differences during a science and language intervention for English language learners. The Journal of Educational Research 111:4, pages 487-496.
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Yehudit Judy Dori, Shirly Avargil, Zehavit Kohen & Liora Saar. (2018) Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education 40:10, pages 1198-1220.
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Okmyeong Chun, Heesun Yang & Seong-Joo Kang. (2018) Exploration of empathy factors in the science and development of related scales. Cogent Education 5:1.
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Lay Hoon Seah & Larry D. Yore. (2017) The roles of teachers’ science talk in revealing language demands within diverse elementary school classrooms: a study of teaching heat and temperature in Singapore. International Journal of Science Education 39:2, pages 135-157.
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Yasmine H. El Masri, Steve Ferrara, Peter W. Foltz & Jo-Anne Baird. (2017) Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments. The Curriculum Journal 28:1, pages 59-82.
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Yasmine H. El Masri, Jo-Anne Baird & Art Graesser. (2016) Language effects in international testing: the case of PISA 2006 science items. Assessment in Education: Principles, Policy & Practice 23:4, pages 427-455.
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Kok-Sing Tang. (2016) The interplay of representations and patterns of classroom discourse in science teaching sequences. International Journal of Science Education 38:13, pages 2069-2095.
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Léonard P. Rivard & Ndeye R. Gueye. (2016) Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers. International Journal of Science Education 38:7, pages 1150-1173.
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Ying-Chih Chen, Soonhye Park & Brian Hand. (2016) Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments. Cognition and Instruction 34:2, pages 100-147.
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Patrick L. Brown & James P. Concannon. (2016) Students’ perceptions of vocabulary knowledge and learning in a middle school science classroom. International Journal of Science Education 38:3, pages 391-408.
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Nicola F. Kirby & Edith R. Dempster. (2015) Accommodating those Most at Risk. Responding to a Mismatch in Programme Selection Criteria and Foundation Biology Performance. International Journal of Science Education 37:18, pages 3093-3117.
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David F. Treagust & Reinders Duit. (2015) On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs. International Journal of Science Education 37:5-6, pages 958-965.
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Anthony Lelliott. (2014) Scientific Literacy and the South African School Curriculum. African Journal of Research in Mathematics, Science and Technology Education 18:3, pages 311-323.
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Molly Weinburgh, Cecilia Silva, Kathy Horak Smith, Judy Groulx & Jenesta Nettles. (2014) The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms. Journal of Science Teacher Education 25:5, pages 519-541.
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Jing-Ru Wang, Shin-Feng Chen, I. Fang & Ching-Ting Chou. (2014) Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies. International Journal of Science Education 36:4, pages 693-713.
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Nokhanyo Mayaba, Tore Otterup & Paul Webb. (2013) Writing in Science Classrooms: Some Case Studies in South African and Swedish Second-language Classrooms. African Journal of Research in Mathematics, Science and Technology Education 17:1-2, pages 74-82.
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Anat Zohar & Sarit Barzilai. (2013) A review of research on metacognition in science education: current and future directions. Studies in Science Education 49:2, pages 121-169.
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Kristine E. Pytash. (2013) Secondary Preservice Teachers’ Development of Teaching Scientific Writing. Journal of Science Teacher Education 24:5, pages 793-810.
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Tova Michalsky. (2013) Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students. International Journal of Science Education 35:11, pages 1846-1873.
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Phil
Seok Oh & Kyoung
Suk Kim. (2013) Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms. International Journal of Science Education 35:9, pages 1590-1624.
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Emily H. van Zee, Henri Jansen, Kenneth Winograd, Michele Crowl & Adam Devitt. (2013) Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers. Journal of Science Teacher Education 24:4, pages 665-691.
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Kok‐Sing Tang, Seng
Chee Tan & Jennifer Yeo. (2011) Students’ Multimodal Construction of the Work–Energy Concept. International Journal of Science Education 33:13, pages 1775-1804.
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DonnaE. Alvermann & Amy
Alexandra Wilson. (2011) Comprehension Strategy Instruction for Multimodal Texts in Science. Theory Into Practice 50:2, pages 116-124.
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Santiago Sandi‐Urena, MelanieM. Cooper & RonH. Stevens. (2011) Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention. International Journal of Science Education 33:3, pages 323-340.
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Paul Webb & Nokhanyo Mayaba. (2010) The effect of an integrated strategies approach to promoting scientific literacy on grade 6 and 7 learners' general literacy skills. African Journal of Research in Mathematics, Science and Technology Education 14:3, pages 34-49.
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Emine Adadan, KarenE. Irving & KathyC. Trundle. (2009) Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter. International Journal of Science Education 31:13, pages 1743-1775.
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JenniferG. Cromley. (2009) Reading Achievement and Science Proficiency: International Comparisons From the Programme on International Student Assessment. Reading Psychology 30:2, pages 89-118.
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Paul Webb, Yvette Williams & Les Meiring. (2008) Concept cartoons and writing frames: Developing argumentation in South African science classrooms?. African Journal of Research in Mathematics, Science and Technology Education 12:1, pages 5-17.
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