Citations (157)
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Vaille Dawson & Grady Venville. (2022) Testing a methodology for the development of socioscientific issues to enhance middle school students’ argumentation and reasoning. Research in Science & Technological Education 40:4, pages 499-514.
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Jeremy W. Melton, Jepri Ali Saiful & Paichi Pat Shein. (2022) Interdisciplinary STEM program on authentic aerosol science research and students’ systems thinking approach in problem-solving. International Journal of Science Education 44:9, pages 1419-1439.
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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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Jaana Herranen, Päivi Kousa, Erik Fooladi & Maija Aksela. (2019) Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching. International Journal of Science Education 41:14, pages 1977-1998.
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Melquesedeque Freire, Vicente Talanquer & Edenia Amaral. (2019) Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education. International Journal of Science Education 41:5, pages 674-692.
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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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Judith Bennett, Lynda Dunlop, Kerry J. Knox, Michael J. Reiss & Rebecca Torrance Jenkins. (2018) Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students. International Journal of Science Education 40:14, pages 1755-1773.
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Hannah Sevian, Deirdre Hugi-Cleary, Courtney Ngai, Florence Wanjiku & Jesse Mhel Baldoria. (2018) Comparison of learning in two context-based university chemistry classes. International Journal of Science Education 40:10, pages 1239-1262.
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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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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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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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Mustafa Sami Topçu, Jaimie A. Foulk, Troy D. Sadler, Sasithep Pitiporntapin & Nejla Atabey. (2018) The classroom observation protocol for socioscientific issue-based instruction: development and implementation of a new research tool. Research in Science & Technological Education 36:3, pages 302-323.
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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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Vaille Dawson & Katherine Carson. (2017) Using climate change scenarios to assess high school students’ argumentation skills. Research in Science & Technological Education 35:1, pages 1-16.
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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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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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Sohair Sakhnini & Ron Blonder. (2016) Nanotechnology applications as a context for teaching the essential concepts of NST. International Journal of Science Education 38:3, pages 521-538.
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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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Wilson González-Espada, Pablo Llerandi-Román, Yaihara Fortis-Santiago, Giovanna Guerrero-Medina, Nicole Ortiz-Vega, Mónica Feliú-Mójer & Daniel Colón-Ramos. (2015) Impact of Culturally Relevant Contextualized Activities on Elementary and Middle School Students’ Perceptions of Science: An Exploratory Study. International Journal of Science Education, Part B 5:2, pages 182-202.
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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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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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Monde Kazeni & Gilbert Onwu. (2013) Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement. African Journal of Research in Mathematics, Science and Technology Education 17:1-2, pages 50-62.
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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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Hanne Mehli & Berit Bungum. (2013) A space for learning: how teachers benefit from participating in a professional community of space technology. Research in Science & Technological Education 31:1, pages 31-48.
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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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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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Nienke Wieringa, FredJ. J. M. Janssen & JanH. Van Driel. (2011) Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of rules-of-thumb. International Journal of Science Education 33:17, pages 2437-2462.
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GjaltT. Prins, AstridM. W. Bulte & Albert Pilot. (2011) Evaluation of a Design Principle for Fostering Students’ Epistemological Views on Models and Modelling Using Authentic Practices as Contexts for Learning in Chemistry Education. International Journal of Science Education 33:11, pages 1539-1569.
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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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Jerneja Pavlin, Katarina Susman, Saša Ziherl, Nataša Vaupotič & Mojca Čepič. (2011) How to Teach Liquid Crystals?. Molecular Crystals and Liquid Crystals 547:1, pages 255/[1945]-261/[1951].
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Yew‐Jin Lee. (2011) More than just story‐telling: cultural–historical activity theory as an under‐utilized methodology for educational change research. Journal of Curriculum Studies 43:3, pages 403-424.
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Turu Dube & Fred Lubben. (2011) Swazi Teachers' Views on the Use of Cultural Knowledge for Integrating Education for Sustainable Development into Science Teaching. African Journal of Research in Mathematics, Science and Technology Education 15:3, pages 68-83.
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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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Ruurd Taconis, LesleyG.M. de Putter-Smits, Steven Henry, PerryJ. den Brok & Douwe Beijaard. (2010) The construction of a questionnaire to evaluate the science orientedness of students' identities as learners from a cognitive perspective. Educational Research and Evaluation 16:4, pages 383-400.
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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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Mustafa
Sami Topcu. (2010) Development of Attitudes towards Socioscientific Issues Scale for undergraduate students. Evaluation & Research in Education 23:1, pages 51-67.
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Wolff‐Michael Roth, Yew‐Jin Lee & Pei‐Ling Hsu. (2009) A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education. Studies in Science Education 45:2, pages 131-167.
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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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GjaltT. Prins, AstridM. W. Bulte, JanH. van Driel & Albert Pilot. (2008) Selection of Authentic Modelling Practices as Contexts for Chemistry Education. International Journal of Science Education 30:14, pages 1867-1890.
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RoaldP. Verhoeff, Arend Jan Waarlo & Kerst Th. Boersma. (2008) Systems Modelling and the Development of Coherent Understanding of Cell Biology. International Journal of Science Education 30:4, pages 543-568.
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Yoojung Chae & Marcia Gentry. (2007) Korean High School Student Perceptions of Classroom Quality: Validation Research. Gifted and Talented International 22:2, pages 68-76.
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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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JohnK. Gilbert. (2006) On the Nature of “Context” in Chemical Education. International Journal of Science Education 28:9, pages 957-976.
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