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Ya-Ling Wang & Chin-Chung Tsai. (2019) Exploring the structure of science learning self-efficacy: the role of science learning hardiness and perceived responses to capitalization attempts among Taiwanese junior high school students. Research in Science & Technological Education 37:1, pages 54-70.
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Karthigeyan Subramaniam, Sumreen Asim, Eun Young Lee & Yilmin Koo. (2018) Student Teachers’ Images of Science Instruction in Informal Settings: A Focus on Field Trip Pedagogy. Journal of Science Teacher Education 29:4, pages 307-325.
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Larry J. Grabau & Xin Ma. (2017) Science engagement and science achievement in the context of science instruction: a multilevel analysis of U.S. students and schools. International Journal of Science Education 39:8, pages 1045-1068.
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Tuba Gokpinar & Michael Reiss. (2016) The role of outside-school factors in science education: a two-stage theoretical model linking Bourdieu and Sen, with a case study. International Journal of Science Education 38:8, pages 1278-1303.
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Amanda Woods-McConney, Mary Colette Oliver, Andrew McConney, Renato Schibeci & Dorit Maor. (2014) Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia. International Journal of Science Education 36:10, pages 1588-1608.
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Päivi H. Taskinen, Kerstin Schütte & Manfred Prenzel. (2013) Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept. Educational Research and Evaluation 19:8, pages 717-733.
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Articles from other publishers (18)
Şule ELMALI, Fatime BALKAN KIYICI & Ayşe Nur ŞARE AKKUŞ. (2023) Opinions of Teachers' Conducting Science Courses Regarding Outdoor Education: A Phenomenological Study. Journal of Teacher Education and Lifelong Learning.
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Juliane Fleissner-Martin, Franz X. Bogner & Jürgen Paul. (2023) Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes. Forests 14:9, pages 1807.
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Ebru BOZPOLAT & Fatma ALEM. (2022) Ortaokul Öğretmenlerinin Okul Dışı Öğrenmeyi Düzenlemeye İlişkin Algılarının Çeşitli Değişkenler Açısından İncelenmesiInvestigation of Secondary School Teachers’ Perceptions on Regulating out-of-School Learning in terms of Various Variables. Bayburt Eğitim Fakültesi Dergisi 17:36, pages 1368-1397.
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Ahmet Ilhan Sen, Hulya Ertas-Kılıc, Ozlem Oktay, Serkan Ekinci & Zafer Kadırhan. (2020) Learning science outside the classroom: development and validation of the out-of-school learning environments perception scale. Journal of Outdoor and Environmental Education 24:1, pages 19-36.
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I Gusti Ngurah Darmawan. (2020) The changes in attitudes of 15-year-old Australian students towards reading, mathematics and science and their impact on student performance. Australian Journal of Education 64:3, pages 304-327.
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Jazlin Ebenezer, Osman Nafiz Kaya & Dima Kassab. (2018) High School Students’ Reasons for Their Science Dispositions: Community-Based Innovative Technology-Embedded Environmental Research Projects. Research in Science Education 50:4, pages 1341-1365.
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Karthigeyan Subramaniam. (2020) A place-based education analysis of prospective teachers’ prior knowledge of science instruction in informal settings. International Journal of Educational Research 99, pages 101497.
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Miguel Ison & Sharon Bramwell-Lalor. 2020. Science Education in the 21st Century. Science Education in the 21st Century
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Sure Mupezeni & Jeanne Kriek. (2018) Out-of-school Activity: A Comparison of the Experiences of Rural and Urban Participants in Science Fairs in the Limpopo Province, South Africa. EURASIA Journal of Mathematics, Science and Technology Education 14:8.
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Daner Sun & Chee-Kit Looi. (2018) Boundary interaction: Towards developing a mobile technology-enabled science curriculum to integrate learning in the informal spaces. British Journal of Educational Technology 49:3, pages 505-515.
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Rikke Hartmeyer, Mads Bølling & Peter Bentsen. (2017) Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom. Instructional Science 45:6, pages 737-750.
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Ya-Ling Wang & Chin-Chung Tsai. (2016) Taiwanese students’ science learning self-efficacy and teacher and student science hardiness: a multilevel model approach. European Journal of Psychology of Education 31:4, pages 537-555.
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Laura B. Sample McMeeking, Andrea E. Weinberg, Kathryn J. Boyd & Meena M. Balgopal. (2016) Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum. School Science and Mathematics 116:5, pages 253-264.
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Kevin M. Oliver. (2016) Professional Development Considerations for Makerspace Leaders, Part One: Addressing “What?” and “Why?”. TechTrends 60:2, pages 160-166.
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Hannu Salmi, Arja Kaasinen & Liisa Suomela. (2016) Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model. Creative Education 07:10, pages 1392-1403.
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David Fortus. (2014) Attending to affect. Journal of Research in Science Teaching 51:7, pages 821-835.
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Ryszard M. Janiuk. (2013) USEFULNESS OF OUT-OF-SCHOOL LEARNING IN SCIENCE EDUCATION. Journal of Baltic Science Education 12:2, pages 128-129.
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Amanda Woods-McConney, Mary C. Oliver, Andrew McConney, Dorit Maor & Renato Schibeci. (2011) Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia. Research in Science Education 43:1, pages 233-252.
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