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Anna Hurst, Julia Plummer, Suzanne Gurton & Dannis Schatz. (2023) The Astronomical Event of the Decade. Science and Children 60:7, pages 40-44.
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Maryam Rajabpour Azizi, Zahra Rajabpour Azizi, Mahnaz Akhavan Tafti & Shirin Mohamadzadeh. (2022) Comparing the Graphic Performance of Students With and Without SLDs and ADHD Based on FEATS. Art Therapy 39:3, pages 146-156.
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Esther Cascarosa, Beatriz Mazas & Ester Mateo. (2022) Are early-years-children able to use magnifying glasses and dichotomous keys to observe, compare, classify and identify small animals?. Journal of Biological Education 56:2, pages 222-241.
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Savita Yadav, Pinaki Chakraborty & Prabhat Mittal. (2022) Designing Drawing Apps for Children: Artistic and Technological Factors. International Journal of Human–Computer Interaction 38:2, pages 103-117.
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Shingo Uchinokura. (2020) Primary and lower secondary students’ perceptions of representational practices in science learning: focus on drawing and writing. International Journal of Science Education 42:18, pages 3003-3025.
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Volkan Atasoy, Berat Ahi & Sibel Balci. (2020) What do primary school students’ drawings tell us about their mental models on marine environments?. International Journal of Science Education 42:17, pages 2959-2979.
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Kristine Sunday & Kathleen Conley. (2020) Drawing at the Center of an Emergent Preschool Curriculum. Art Education 73:6, pages 18-23.
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Jina Chang, Joonhyeong Park, Kok-Sing Tang, David F. Treagust & Mihye Won. (2020) The features of norms formed in constructing student-generated drawings to explain physics phenomena. International Journal of Science Education 42:8, pages 1362-1387.
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Johanna Andersson, Ragnhild Löfgren & Lena A. E. Tibell. (2020) What’s in the body? Children’s annotated drawings. Journal of Biological Education 54:2, pages 176-190.
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Cynthia C. Reyes & Penny A. Bishop. (2019) What visualising strategic reading means for young adolescents. Journal of Visual Literacy 38:4, pages 262-284.
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Euisuk Sung, Todd R. Kelley & Jung Han. (2019) Influence of sketching instruction on elementary students’ design cognition: a study of three sketching approaches. Journal of Engineering Design 30:6, pages 199-226.
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Julia D. Plummer & Kim J. Small. (2018) Using a planetarium fieldtrip to engage young children in three-dimensional learning through representations, patterns, and lunar phenomena. International Journal of Science Education, Part B 8:3, pages 193-212.
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Chee-Kit Looi, Daner Sun, Mi Song Kim & Yun Wen. (2018) The impact of a professional development model for a mobilized science curriculum: a case study of teacher changes. Research in Science & Technological Education 36:1, pages 86-110.
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Fredrik Jeppsson, Johanna Frejd & Frida Lundmark. (2017) “Wow, It Turned Out Red! First, a Little Yellow, and Then Red!” 1st-Graders’ Work With an Infrared Camera. Journal of Research in Childhood Education 31:4, pages 581-596.
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Sirpa Kärkkäinen, Tuula Keinonen, Jari Kukkonen, Seija Juntunen & Ilkka Ratinen. (2017) The effects of socio-scientific issue based inquiry learning on pupils’ representations of landscape. Environmental Education Research 23:8, pages 1072-1087.
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Todd H. Sundeen, Kathleen O’Neil & Stephanie A. Fanselow. (2017) Interpreting Visual Texts: Use of an Analytic Rubric to Evaluate Student Responses to Writing Prompts. Journal of Research in Childhood Education 31:1, pages 9-27.
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Bahadir Namdar & Ji Shen. (2016) Intersection of argumentation and the use of multiple representations in the context of socioscientific issues. International Journal of Science Education 38:7, pages 1100-1132.
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Christine D. Tippett. (2016) What recent research on diagrams suggests about learning with rather than learning from visual representations in science. International Journal of Science Education 38:5, pages 725-746.
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Hatice Zeynep Inan & Taskin Inan. (2015) 3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education. International Journal of Science Education 37:12, pages 1974-1991.
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Sae Yeol Yoon, Jee Kyung Suh & Soonhye Park. (2014) Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science. International Journal of Science Education 36:16, pages 2666-2693.
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Julia Diane Plummer, Alicia Kocareli & Cynthia Slagle. (2014) Learning to Explain Astronomy Across Moving Frames of Reference: Exploring the role of classroom and planetarium-based instructional contexts. International Journal of Science Education 36:7, pages 1083-1106.
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Jari Ensio Kukkonen, Sirpa Kärkkäinen, Patrick Dillon & Tuula Keinonen. (2014) The Effects of Scaffolded Simulation-Based Inquiry Learning on Fifth-Graders' Representations of the Greenhouse Effect. International Journal of Science Education 36:3, pages 406-424.
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Maria Papandreou. (2014) Communicating and Thinking Through Drawing Activity in Early Childhood. Journal of Research in Childhood Education 28:1, pages 85-100.
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Benedict Khoboli, Israel Kibirige & J. Mitchell O'Toole. (2013) Teacher Responses to Policy Implementation Seen through a Creative Lens: Learner-centred teaching in Lesotho science classes. African Journal of Research in Mathematics, Science and Technology Education 17:1-2, pages 152-161.
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Jill Cainey, Robert Bowker, Lauren Humphrey & Nicola Murray. (2012) Assessing informal learning in an aquarium using pre- and post-visit drawings. Educational Research and Evaluation 18:3, pages 265-281.
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Adam Danish & David Phelps. (2011) Representational Practices by the Numbers: How kindergarten and first‐grade students create, evaluate, and modify their science representations. International Journal of Science Education 33:15, pages 2069-2094.
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Eugene Judson. (2011) The Impact of Field Trips and Family Involvement on Mental Models of the Desert Environment. International Journal of Science Education 33:11, pages 1455-1472.
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Mijung Kim. (2011) Science, technology and the environment: the views of urban children and implications for science and environmental education in Korea. Environmental Education Research 17:2, pages 261-280.
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