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Tim H.H. van Dulmen, Talitha C. Visser, Birgit Pepin & Susan McKenney. (2023) Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research. Research in Science & Technological Education 41:4, pages 1617-1638.
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Svatava Janoušková, Lubomíra Pyskatá Rathouská, Vojtěch Žák & Eva Stratilová Urválková. (2023) The scientific thinking and reasoning framework and its applicability to manufacturing and services firms in natural sciences. Research in Science & Technological Education 41:2, pages 653-674.
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Maşide Güler & Suat Ünal. (2023) Tell me a story, professor! The effect of historical science stories on academic achievement and motivation in a physics class. Research in Science & Technological Education 41:2, pages 635-652.
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Valeria Edelsztein & Cecilia Vázquez. (2021) Checkable nutrition: a scientific literacy experience for students. International Journal of Science Education 43:5, pages 777-792.
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Gilbert O. M. Onwu & Charles Mufundirwa. (2020) A Two-Eyed Seeing Context-based Approach for Incorporating Indigenous Knowledge into School Science Teaching. African Journal of Research in Mathematics, Science and Technology Education 24:2, pages 229-240.
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Florence Le Hebel, Andrée Tiberghien, Pascale Montpied & Valérie Fontanieu. (2019) Teacher prediction of student difficulties while solving a science inquiry task: example of PISA science items. International Journal of Science Education 41:11, pages 1517-1540.
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Anne O’ Dwyer. (2018) An Insight Into How a Constructivist Professional Development Program Can Influence Practice in Six High School Chemistry Classrooms. Journal of Science Teacher Education 29:5, pages 353-377.
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Gjalt T. Prins, Astrid M.W. Bulte & Albert Pilot. (2018) Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry. International Journal of Science Education 40:10, pages 1108-1135.
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Fethiye Karsli & Mahmut Yigit. (2017) Effectiveness of the REACT Strategy on 12th Grade Students’ Understanding of the Alkenes Concept. Research in Science & Technological Education 35:3, pages 274-291.
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Florence Le Hebel, Pascale Montpied, Andrée Tiberghien & Valérie Fontanieu. (2017) Sources of difficulty in assessment: example of PISA science items. International Journal of Science Education 39:4, pages 468-487.
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Alberto Bellocchi, Donna T. King & Stephen M. Ritchie. (2016) Context-based assessment: creating opportunities for resonance between classroom fields and societal fields. International Journal of Science Education 38:8, pages 1304-1342.
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Fer Coenders & Cees Terlouw. (2015) A Model for In-service Teacher Learning in the Context of an Innovation. Journal of Science Teacher Education 26:5, pages 451-470.
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Marissa Rollnick, Betty T. Dlamini & John Bradley. (2015) Unawareness to Production, Dropout to Innovator—Primary teachers' understanding and use of a science, technology and society approach to science teaching. International Journal of Science Education 37:8, pages 1202-1224.
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Portia Kavai, Rian de Villiers, William Fraser, Jaqui Sommerville & Nina Strydom. (2015) Animal Organ Dissections in High Schools: Is There More than just Cutting?. African Journal of Research in Mathematics, Science and Technology Education 19:2, pages 143-155.
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Michael Giamellaro. (2014) Primary Contextualization of Science Learning through Immersion in Content-Rich Settings. International Journal of Science Education 36:17, pages 2848-2871.
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Junjun Chen & Bronwen Cowie. (2013) Engaging Primary Students in Learning about New Zealand Birds: A socially relevant context. International Journal of Science Education 35:8, pages 1344-1366.
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Marc Stuckey, Avi Hofstein, Rachel Mamlok-Naaman & Ingo Eilks. (2013) The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education 49:1, pages 1-34.
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G. A. de Putter-Smits, Ruurd Taconis, Wim Jochems & Jan Van Driel. (2012) An Analysis of Teaching Competence in Science Teachers Involved in the Design of Context-based Curriculum Materials. International Journal of Science Education 34:5, pages 701-721.
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Donna King. (2012) New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education 48:1, pages 51-87.
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William Smithenry. (2010) Integrating Guided Inquiry into a Traditional Chemistry Curricular Framework. International Journal of Science Education 32:13, pages 1689-1714.
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Fer Coenders, Cees Terlouw, Sanne Dijkstra & Jules Pieters. (2010) The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study. Journal of Science Teacher Education 21:5, pages 535-557.
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Robert Ellis & Tim Gabriel. (2010) Context‐based learning for beginners: CBL and non‐traditional students. Research in Post-Compulsory Education 15:2, pages 129-140.
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Rob Toplis, Charles Golabek & Anna Cleaves. (2010) Implementing a new science National Curriculum for England: how trainee teachers see the How Science Works strand in schools. The Curriculum Journal 21:1, pages 65-76.
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James Donnelly. (2009) Vocationalism and school science education. Studies in Science Education 45:2, pages 225-254.
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Albert Pilot & AstridM.W. Bulte. (2006) The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding. International Journal of Science Education 28:9, pages 1087-1112.
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Avi Hofstein & Miri Kesner. (2006) Industrial Chemistry and School Chemistry: Making chemistry studies more relevant. International Journal of Science Education 28:9, pages 1017-1039.
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Judith Bennett, Cornelia Gräsel, Ilka Parchmann & David Waddington. (2005) RESEARCH REPORT. International Journal of Science Education 27:13, pages 1521-1547.
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