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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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Julia D. Plummer. (2014) Spatial thinking as the dimension of progress in an astronomy learning progression. Studies in Science Education 50:1, pages 1-45.
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T.
G. K. Bryce & E.
J. Blown. (2013) Children's Concepts of the Shape and Size of the Earth, Sun and Moon. International Journal of Science Education 35:3, pages 388-446.
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T.G. K. Bryce & E.
J. Blown. (2012) The Novice-Expert Continuum in Astronomy Knowledge. International Journal of Science Education 34:4, pages 545-587.
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JuliaD. Plummer, KyleD. Wasko & Cynthia Slagle. (2011) Children Learning to Explain Daily Celestial Motion: Understanding astronomy across moving frames of reference. International Journal of Science Education 33:14, pages 1963-1992.
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Nadaraj Govender. (2011) South African primary school teachers' scientific and indigenous conceptions of the Earth-Moon-Sun system. African Journal of Research in Mathematics, Science and Technology Education 15:2, pages 154-167.
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Articles from other publishers (17)
T. G. K. Bryce & E. J. Blown. (2023) Ausubel’s meaningful learning re-visited. Current Psychology.
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Eric J. Blown & Tom G. K. Bryce. (2022) When Is an Interview an Inter View? The Historical and Recent Development of Methodologies Used to Investigate Children’s Astronomy Knowledge. Research in Science Education 52:6, pages 1869-1908.
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Tom G. K. Bryce & Eric J. Blown. (2020) Imagery and Explanation in the Dynamics of Recall of Intuitive and Scientific Knowledge: Insights from Research on Children’s Cosmologies. Research in Science Education 51:6, pages 1593-1627.
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Adriana Cardinot & Jessamyn A Fairfield. (2021) Alternative Conceptions of Astronomy: How Irish Secondary Students Understand Gravity, Seasons, and the Big Bang. Eurasia Journal of Mathematics, Science and Technology Education 17:4, pages em1950.
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Esra KABATAŞ MEMİŞ & Muhittin ÖZ. (2020) Öğrenme Amaçlı Yazma Aktivitesi ve Öğrenme Amaçlı Yazma Aktivitelerinde Çoklu Modsal Betimleme Kullanımına Yönelik 5. Sınıf Öğrencilerinin GörüşleriOpinions of 5th Grade Students about Writing to Learn Activity and Use of Multi-Modal Representations Embedded Writing to Learn Activities. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 22:3, pages 590-605.
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Eric J. Blown & Tom G. K. Bryce. (2018) The Enduring Effects of Early-Learned Ideas and Local Folklore on Children’s Astronomy Knowledge. Research in Science Education 50:5, pages 1833-1884.
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Ismo Koponen & Maija Nousiainen. (2019) Pre-Service Teachers’ Knowledge of Relational Structure of Physics Concepts: Finding Key Concepts of Electricity and Magnetism. Education Sciences 9:1, pages 18.
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Eric J. Blown & Tom G. K. Bryce. (2016) Switching Between Everyday and Scientific Language. Research in Science Education 47:3, pages 621-653.
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Çiğdem Şahin, Ümmü Gülsüm Durukan & Elif Arıkurt. (2017) EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS’ LEARNING ON SOME ASTRONOMY CONCEPTS. Journal of Baltic Science Education 16:2, pages 148-162.
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T. G. K. Bryce & E. J. Blown. (2016) Manipulating Models and Grasping the Ideas They Represent. Science & Education 25:1-2, pages 47-93.
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Mi Song Kim. (2015) Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons. Journal of Science Education and Technology 24:5, pages 610-627.
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Mi Song Kim & Xiaoxuan Ye. 2015. Authentic Problem Solving and Learning in the 21st Century. Authentic Problem Solving and Learning in the 21st Century
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Julia D. Plummer & L. Maynard. (2014) Building a learning progression for celestial motion: An exploration of students' reasoning about the seasons. Journal of Research in Science Teaching 51:7, pages 902-929.
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Iman C. Chahine. (2013) The impact of using multiple modalities on students’ acquisition of fractional knowledge: An international study in embodied mathematics across semiotic cultures. The Journal of Mathematical Behavior 32:3, pages 434-449.
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E. J. Blown & T. G. K. Bryce. (2012) Thought-Experiments About Gravity in the History of Science and in Research into Children’s Thinking. Science & Education 22:3, pages 419-481.
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Bruce L. Sherin, Moshe Krakowski & Victor R. Lee. (2012) Some assembly required: How scientific explanations are constructed during clinical interviews. Journal of Research in Science Teaching 49:2, pages 166-198.
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Carlos Eduardo Laburú & Osmar Henrique Moura da Silva. (2011) O laboratório didático a partir da perspectiva da multimodalidade representacional. Ciência & Educação (Bauru) 17:3, pages 721-734.
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