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Wuleta Ketema Abebe, Habtamu Wodaj Tafari & Solomon Belay Faris. (2024) Effect of context based REACT strategy on students’ conceptual understanding of heredity. Cogent Education 11:1.
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Afrah Assi & Anat Cohen. (2023) Context-based learning in flipped middle school chemistry class. International Journal of Science Education 0:0, pages 1-20.
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Karolina Broman, Sascha Bernholt & Camilla Christensson. (2022) Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems. Research in Science & Technological Education 40:4, pages 478-498.
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Lesley G.A. de Putter - Smits, Nienke M Nieveen, Ruurd Taconis & Wim Jochems. (2022) A one-year teacher professional development programme towards context-based science education using a concerns-based approach. Professional Development in Education 48:3, pages 523-539.
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Helena van Vorst & Hatice Aydogmus. (2021) One context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education. International Journal of Science Education 43:8, pages 1250-1272.
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Jacqueline Nijenhuis-Voogt, Durdane Bayram-Jacobs, Paulien C. Meijer & Erik Barendsen. (2021) Omnipresent yet elusive: Teachers’ views on contexts for teaching algorithms in secondary education. Computer Science Education 31:1, pages 30-59.
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Gebeyaw Teshager, Alemayehu Bishaw & Asrat Dagnew. (2021) Context-based teaching and learning practices in upper primary science classrooms in East Gojjam administrative Zone, Ethiopia. Cogent Education 8:1.
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Vicente Talanquer. (2018) Chemical rationales: another triplet for chemical thinking. International Journal of Science Education 40:15, pages 1874-1890.
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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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Donna King & Senka Henderson. (2018) Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts. International Journal of Science Education 40:10, pages 1221-1238.
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Karolina Broman, Sascha Bernholt & Ilka Parchmann. (2018) Using model-based scaffolds to support students solving context-based chemistry problems. International Journal of Science Education 40:10, pages 1176-1197.
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Sebastian Habig, Janet Blankenburg, Helena van Vorst, Sabine Fechner, Ilka Parchmann & Elke Sumfleth. (2018) Context characteristics and their effects on students’ situational interest in chemistry. International Journal of Science Education 40:10, pages 1154-1175.
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Hani Swirski, Ayelet Baram-Tsabari & Anat Yarden. (2018) Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning. International Journal of Science Education 40:10, pages 1136-1153.
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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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Robbert Smit, Holger Weitzel, Robert Blank, Florian Rietz, Josiane Tardent & Nicolas Robin. (2017) Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education 35:4, pages 477-499.
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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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Sofie Tidemand & Jan Alexis Nielsen. (2017) The role of socioscientific issues in biology teaching: from the perspective of teachers. International Journal of Science Education 39:1, pages 44-61.
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Johannes Vogelzang & Wilfried F. Admiraal. (2017) Classroom action research on formative assessment in a context-based chemistry course. Educational Action Research 25:1, pages 155-166.
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Troy D. Sadler, William L. Romine & Mustafa Sami Topçu. (2016) Learning science content through socio-scientific issues-based instruction: a multi-level assessment study. International Journal of Science Education 38:10, pages 1622-1635.
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Susanne Walan, Birgitta Mc Ewen & Niklas Gericke. (2016) Enhancing primary science: an exploration of teachers’ own ideas of solutions to challenges in inquiry- and context-based teaching. Education 3-13 44:1, pages 81-92.
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Abdulkadir Genel & Mustafa Sami Topçu. (2016) Turkish preservice science teachers’ socioscientific issues-based teaching practices in middle school science classrooms. Research in Science & Technological Education 34:1, pages 105-123.
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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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Frank Roesch, Josef Nerb & Werner Riess. (2015) Promoting Experimental Problem-solving Ability in Sixth-grade Students Through Problem-oriented Teaching of Ecology: Findings of an intervention study in a complex domain. International Journal of Science Education 37:4, pages 577-598.
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Michelle Overman, Jan D. Vermunt, Paulien C. Meijer, Astrid M.W. Bulte & Mieke Brekelmans. (2014) Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education 36:11, pages 1871-1901.
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Michelle Overman, Jan
D. Vermunt, Paulien
C. Meijer, Astrid
M.W. Bulte & Mieke Brekelmans. (2013) Textbook Questions in Context-Based and Traditional Chemistry Curricula Analysed from a Content Perspective and a Learning Activities Perspective. International Journal of Science Education 35:17, pages 2954-2978.
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Donna
Therese King & Stephen
M. Ritchie. (2013) Academic Success in Context-Based Chemistry: Demonstrating fluid transitions between concepts and context. International Journal of Science Education 35:7, pages 1159-1182.
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Jennifer
Lynne Eastwood, Troy
D. Sadler, Dana
L. Zeidler, Anna Lewis, Leila Amiri & Scott Applebaum. (2012) Contextualizing Nature of Science Instruction in Socioscientific Issues. International Journal of Science Education 34:15, pages 2289-2315.
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Machiel
Johan Stolk, Astrid Bulte, Onno De Jong & Albert Pilot. (2012) Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education. International Journal of Science Education 34:10, pages 1487-1508.
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Lesley
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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Marie
A.B. Bakah, Joke
M. Voogt & Jules
M. Pieters. (2012) Updating polytechnic teachers’ knowledge and skills through teacher design teams in Ghana. Professional Development in Education 38:1, pages 7-24.
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Martin
Anton Jozef Vos, Ruurd Taconis, WimM. G. Jochems & Albert Pilot. (2011) Classroom Implementation of Context‐based Chemistry Education by Teachers: The relation between experiences of teachers and the design of materials. International Journal of Science Education 33:10, pages 1407-1432.
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Doris Elster. (2010) Learning Communities in Teacher Education: The impact of e‐competence. International Journal of Science Education 32:16, pages 2185-2216.
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Dennis
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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MichelleL. Klosterman & TroyD. Sadler. (2010) Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction. International Journal of Science Education 32:8, pages 1017-1043.
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HannaB. Westbroek, Kees Klaassen, Astrid Bulte & Albert Pilot. (2010) Providing Students with a Sense of Purpose by Adapting a Professional Practice. International Journal of Science Education 32:5, pages 603-627.
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TroyD. Sadler. (2009) Situated learning in science education: socio‐scientific issues as contexts for practice. Studies in Science Education 45:1, pages 1-42.
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Michel Grangeat & Peter Gray. (2008) Teaching as a collective work: analysis, current research and implications for teacher education. Journal of Education for Teaching 34:3, pages 177-189.
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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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AstridM. W. Bulte, HannaB. Westbroek, Onno de Jong & Albert Pilot. (2006) A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts. International Journal of Science Education 28:9, pages 1063-1086.
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