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Su-Chi Fang, Ying-Shao Hsu, Hsin-Yi Chang, Wen-Hua Chang, Hsin-Kai Wu & Chih-Ming Chen. (2016) Investigating the effects of structured and guided inquiry on students’ development of conceptual knowledge and inquiry abilities: a case study in Taiwan. International Journal of Science Education 38:12, pages 1945-1971.
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Su-Chi Fang, Ying-Shao Hsu & Wei Hsiu Hsu. (2016) Effects of explicit and implicit prompts on students’ inquiry practices in computer-supported learning environments in high school earth science. International Journal of Science Education 38:11, pages 1699-1726.
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Hannie Gijlers & Ton de Jong. (2013) Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning. Journal of the Learning Sciences 22:3, pages 340-374.
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Camillia Matuk, Lucy Yetman-Michaelson, Rebecca Martin, Veena Vasudevan, Kim Burgas, Ido Davidesco, Yury Shevchenko, Kim Chaloner & Suzanne Dikker. (2023) Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research. Instructional Science 51:5, pages 793-845.
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Jonathan Bowers, Emanuel Eidin, Lynn Stephens & Linsey Brennan. (2023) Examining Student Testing and Debugging Within a Computational Systems Modeling Context. Journal of Science Education and Technology 32:4, pages 607-628.
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Tzu-Chiang Lin, Kai-Yu Tang, Shu-Sheng Lin, Miao-Li Changlai & Ying-Shao Hsu. (2022) A Co-word Analysis of Selected Science Education Literature: Identifying Research Trends of Scaffolding in Two Decades (2000–2019). Frontiers in Psychology 13.
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Yiannis Georgiou, Olia Tsivitanidou & Andri Ioannou. (2021) Learning experience design with immersive virtual reality in physics education. Educational Technology Research and Development 69:6, pages 3051-3080.
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Olia E. Tsivitanidou, Yiannis Georgiou & Andri Ioannou. (2021) A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles. Journal of Science Education and Technology 30:6, pages 841-861.
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Andreani Baytelman, Kalypso Iordanou & Constantinos P. Constantinou. (2020) Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching 57:8, pages 1199-1227.
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Soomin Lim, Kyung-Chan Park, Minsu Ha, Hyonyong Lee & Youngshin Kim. (2019) Verbal Interaction Types in Science Inquiry Activities by Group Size. EURASIA Journal of Mathematics, Science and Technology Education 15:7.
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Denise M. Bressler, Alec M. Bodzin & Michael Shane Tutwiler. (2019) Engaging middle school students in scientific practice with a collaborative mobile game. Journal of Computer Assisted Learning 35:2, pages 197-207.
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Dita Puji Rahayu & Ari Widodo. (2019) The Profile of Scientific Argumentation Skill Student's Using "Toulmin Argumentation Pattern" Analysis in the Solving Energy Problem on The Students of Class VII. The Profile of Scientific Argumentation Skill Student's Using "Toulmin Argumentation Pattern" Analysis in the Solving Energy Problem on The Students of Class VII.
Stylianos Sergis, Demetrios G. Sampson, María Jesús Rodríguez-Triana, Denis Gillet, Lina Pelliccione & Ton de Jong. (2019) Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education. Computers in Human Behavior 92, pages 724-738.
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Olia E. Tsivitanidou, Costas P. Constantinou, Peter Labudde, Silke Rönnebeck & Mathias Ropohl. (2017) Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning. European Journal of Psychology of Education 33:1, pages 51-73.
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