Citations (41)
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J. Parthasarathy. (2023) Content analysis of Biology textbooks across selected educational boards of Asia for misconceptions and elements of conceptual change towards learning ‘Cell Structure’. Cogent Education 10:2.
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Tamara Esquivel-Martín, Beatriz Bravo-Torija & José Manuel Pérez-Martín. (2023) Solving a problem about cancer treatment: how does the use of the mitotic spindle model evolve during small group discussions?. Journal of Biological Education 57:3, pages 469-483.
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Dominik Conrad & Julie C. Libarkin. (2022) Using Conceptual Metaphor Theory within the Model of Educational Reconstruction to identify students’ alternative conceptions and improve instruction: A plate tectonics example. Journal of Geoscience Education 70:2, pages 262-277.
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Susanne Walan. (2022) Pre-service teachers’ reflections when drama was integrated in a science teacher education program. Journal of Biological Education 56:2, pages 208-221.
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Leonie I. Johann, Fredrik K. H. Rusk, Michael J. Reiss & Jorge Groß. (2022) Upper secondary students’ thinking pathways in cell membrane biology – an evidence-based development and evaluation of learning activities using the Model of Educational Reconstruction. Journal of Biological Education 0:0, pages 1-22.
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María del Mar Fernández Fernández & María Pilar Jiménez Tejada. (2019) Difficulties learning about the cell. Expectations vs. reality. Journal of Biological Education 53:3, pages 333-347.
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Sascha Grusche. (2017) Students’ ideas about prismatic images: teaching experiments for an image-based approach. International Journal of Science Education 39:8, pages 981-1007.
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Kai Niebert & Harald Gropengiesser. (2015) Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching. International Journal of Science Education 37:5-6, pages 903-933.
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Tamer G. Amin, Fredrik Jeppsson & Jesper Haglund. (2015) Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue. International Journal of Science Education 37:5-6, pages 745-758.
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Kai Niebert & Harald Gropengießer. (2014) Understanding the Greenhouse Effect by Embodiment – Analysing and Using Students' and Scientists' Conceptual Resources. International Journal of Science Education 36:2, pages 277-303.
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Kai Niebert & Harald Gropengiesser. (2013) Understanding and communicating climate change in metaphors. Environmental Education Research 19:3, pages 282-302.
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Articles from other publishers (30)
Vesta Aleknavičiūtė, Erno Lehtinen & Ilona Södervik. (2023) Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educational Research Review 41, pages 100556.
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Bouchta El Batri, Lhoussaine Maskour, Jamal Ksiksou, Eila Jeronen, Jalal Ismaili, Anouar Alami & Mohammed Lachkar. (2022) Teaching Environmental Themes within the “Scientific Awakening” Course in Moroccan Primary School: Approaches, Methods and Difficulties. Education Sciences 12:11, pages 837.
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Elmi Badenhorst, Silvia Mamede, Amaal Abrahams, Kishor Bugarith, Francois Cilliers, Chivaugn Gordon, Geney Gunston, Virginia Zweigenthal & Henk G. Schmidt. (2021) What happens to misunderstandings of biomedical concepts across a medical curriculum?. Advances in Physiology Education 45:3, pages 526-537.
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Leonie Johann, Jorge Groß, Denis Messig & Fredrik Rusk. (2020) Content-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptions. Education Sciences 10:6, pages 151.
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Valeria Carolina Edelsztein & Lydia Raquel Galagovsky. (2020) Evidencia de Deducciones Erróneas y sus Posibles Efectos en el Aprendizaje Inicial del Concepto de Célula en la Escuela Primaria. Ciência & Educação (Bauru) 26.
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Harald Gropengießer. 2020. Biologiedidaktische Vorstellungsforschung: Zukunftsweisende Praxis. Biologiedidaktische Vorstellungsforschung: Zukunftsweisende Praxis
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Chaima Jemmali, Erica Kleinman, Sara Bunian, Mia Victoria Almeda, Elizabeth Rowe & Magy Seif El-Nasr. (2019) Using game design mechanics as metaphors to enhance learning of introductory programming concepts. Using game design mechanics as metaphors to enhance learning of introductory programming concepts.
Marcus Schrenk, Harald Gropengießer, Jorge Groß, Marcus Hammann, Holger Weitzel & Jörg Zabel. 2019. Biologiedidaktische Forschung: Erträge für die Praxis. Biologiedidaktische Forschung: Erträge für die Praxis
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Marie-Christine Knippels & Arend Waarlo. (2018) Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal. Education Sciences 8:3, pages 129.
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Harald Gropengießer & Annette Marohn. 2018. Theorien in der naturwissenschaftsdidaktischen Forschung. Theorien in der naturwissenschaftsdidaktischen Forschung
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Sascha Grusche. (2017) Developing students’ ideas about lens imaging: teaching experiments with an image-based approach. Physics Education 52:4, pages 044002.
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Tavasuria Elangovan. 2017. Overcoming Students' Misconceptions in Science. Overcoming Students' Misconceptions in Science
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Cari F. Herrmann-Abell, Mary Koppal & Jo Ellen Roseman. (2016)
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Elmi Badenhorst, Sílvia Mamede, Nadia Hartman & Henk G. Schmidt. (2014) Exploring lecturers’ views of first-year health science students’ misconceptions in biomedical domains. Advances in Health Sciences Education 20:2, pages 403-420.
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Jabril Johnson & Fatimah Jackson. (2015) Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students. Natural Science 07:06, pages 299-308.
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김미영 & 이신영. (2014) A Study on Description Levels of Concepts in Biology Textbooks andHigh School Students’ Conceptions about Cell Division. BIOLOGY EDUCATION 42:3, pages 326-341.
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Magnólia Fernandes Florêncio de Araújo & Maria Arminda Pedrosa. (2014) Ensinar ciências na perspectiva da sustentabilidade: barreiras e dificuldades reveladas por professores de biologia em formação. Educar em Revista:52, pages 305-318.
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Patrice Venturini, Andrée Tiberghien, Claudia von Aufschnaiter, Gregory Kelly & Eduardo Mortimer. 2014. Topics and Trends in Current Science Education. Topics and Trends in Current Science Education
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Youngshin Kim, Jae-Hoon Jeong & Soo-Min Lim. (2013) Multidimensional Scaling Analysis of the Proximity of Photosynthesis Concepts In Korean Students. Journal of The Korean Association For Research In Science Education 33:3, pages 650-663.
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Gaitano Franke, Franz-Josef Scharfenberg & Franz X. Bogner. (2013) Investigation of Students’ Alternative Conceptions of Terms and Processes of Gene Technology. ISRN Education 2013, pages 1-13.
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Hüseyin Artun & Bayram Coştu. (2012) Effect of the 5E Model on Prospective Teachers’ Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach. Journal of Science Education and Technology 22:1, pages 1-10.
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Kai Niebert, Tanja Riemeier & Harald Gropengießer. 2013. Multiple Representations in Biological Education. Multiple Representations in Biological Education
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Kai Niebert, Sabine Marsch & David F. Treagust. (2012) Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science. Science Education 96:5, pages 849-877.
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Soo-Min Lim, Jae-Hoon Jeong & Youngshin Kim. (2012) Analysis of Concept's Diversity and Proximity for Photosynthesis in Grade 7 Students. Journal of The Korean Association For Science Education 32:6, pages 1050-1062.
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Claudia V. Aufschnaiter & Christian Rogge. 2012. Science Education Research and Practice in Europe. Science Education Research and Practice in Europe
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Kai Niebert & Harald Gropengießer. 2011. The Economic, Social and Political Elements of Climate Change. The Economic, Social and Political Elements of Climate Change
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Dong Ryeul Kim. (2010) Influence of PDODE Teaching Strategy on Middle School Underachievers' Understanding of Cell Division and Science Learning Motivation. BIOLOGY EDUCATION 38:4, pages 547-559.
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