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Christina Tsaliki, Pinelopi Papadopoulou, George Malandrakis & Petros Kariotoglou. (2022) Evaluating Inquiry Practices: Can a Professional Development Program Reform Science Teachers’ Practices?. Journal of Science Teacher Education 33:8, pages 815-836.
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Ronit Rozenszajn, Galia Zer Kavod & Yossy Machluf. (2021) What do they really think? the repertory grid technique as an educational research tool for revealing tacit cognitive structures. International Journal of Science Education 43:6, pages 906-927.
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Tejaswini Dalvi, Elaine Silva Mangiante & Kristen Wendell. (2021) Identifying Pre-service Teachers’ Conceptions about the NGSS Practices Using a Curriculum Critique and Revision (CCR) Task. Journal of Science Teacher Education 32:2, pages 123-147.
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Tuomas Aivelo & Anna Uitto. (2019) Teachers’ choice of content and consideration of controversial and sensitive issues in teaching of secondary school genetics. International Journal of Science Education 41:18, pages 2716-2735.
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Michelle Attard Tonna & Gaetano Bugeja. (2018) Evaluating a Train the Trainer programme and the way this empowers educators to bring about systemic change
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Dineke Tigelaar, Patrick Sins & Jan van Driel. (2017) Fostering students’ reflection: examining relations between elements of teachers’ knowledge. Research Papers in Education 32:3, pages 353-375.
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Yu-Ren Lin, Cheng-Yu Hung & Jeng-Fung Hung. (2017) Exploring teachers’ meta-strategic knowledge of science argumentation teaching with the repertory grid technique. International Journal of Science Education 39:2, pages 105-134.
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Meng-Fei Cheng, Tsung-Yu Wu & Shu-Fen Lin. (2019) Investigating the Relationship Between Views of Scientific Models and Modeling Practice. Research in Science Education 51:S1, pages 307-323.
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Erik Barendsen & Ineke Henze. (2017) Relating Teacher PCK and Teacher Practice Using Classroom Observation. Research in Science Education 49:5, pages 1141-1175.
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Aslı Bahar CELIK & Aslı GORGULU ARI. (2019) Ortaokul Öğrencilerinin Bilim ve Fen Bilimleri Dersine Yönelik Tutumları. Academic Perspective Procedia 2:1, pages 76-82.
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Mustafa B. Aktan. (2016) PRE-SERVICE SCIENCE TEACHERS' PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS. Journal of Baltic Science Education 15:1, pages 7-17.
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Ronit Rozenszajn & Anat Yarden. (2013) Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program. Research in Science Education 44:1, pages 189-213.
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Hayat Hokayem & Christina Schwarz. (2013) ENGAGING FIFTH GRADERS IN SCIENTIFIC MODELING TO LEARN ABOUT EVAPORATION AND CONDENSATION. International Journal of Science and Mathematics Education 12:1, pages 49-72.
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Brett Criswell. (2011) Do You See What I See? Lessons about the Use of Models in High School Chemistry Classes. Journal of Chemical Education 88:4, pages 415-419.
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