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International Journal of Science Education Volume 34, 2012 - Issue 1
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RESEARCH REPORTS

Seeing the Wood for the Trees: Applying the dual-memory system model to investigate expert teachers' observational skills in natural ecological learning environments

Karin Stolpe Department of Social and Welfare Studies, Linköping University, Norrköping, SwedenCorrespondence[email protected]
&
Lars Björklund Department of Social and Welfare Studies, Linköping University, Norrköping, Sweden
Pages 101-125 | Published online: 23 May 2011

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Read on this site (5)

Jonas Hallström & Johanna Frejd. (2023) University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19. Journal of Science Teacher Education 34:8, pages 841-860.
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Ronit Rozenszajn, Galia Zer Kavod & Yossy Machluf. (2021) What do they really think? the repertory grid technique as an educational research tool for revealing tacit cognitive structures. International Journal of Science Education 43:6, pages 906-927.
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Ian M. Kinchin. (2020) A ‘species identification’ approach to concept mapping in the classroom. Journal of Biological Education 54:1, pages 108-114.
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Bethan C. Stagg & Michael F. Verde. (2019) A comparison of descriptive writing and drawing of plants for the development of adult novices’ botanical knowledge. Journal of Biological Education 53:1, pages 63-78.
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Fredrik Jeppsson, Jesper Haglund & Tamer G. Amin. (2015) Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics . International Journal of Science Education 37:5-6, pages 780-805.
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Articles from other publishers (8)

Miikka Eriksson, Sirpa Kärkkäinen & Ville Tahvanainen. (2023) Technology‐mediated outdoor learning for primary school student teachers: Focusing on biodiversity. Journal of Computer Assisted Learning 39:6, pages 1819-1833.
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Lhoussaine Maskour, Bouchta El Batri, Jamal Ksiksou, Eila Jeronen, Boujemaa Agorram, Anouar Alami & Rahma Bouali. (2022) Views of Moroccan University Teachers on Plant Taxonomy and Its Teaching and Learning Challenges. Education Sciences 12:11, pages 799.
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Irmeli Palmberg, Sirpa Kärkkäinen, Eila Jeronen, Eija Yli-Panula & Christel Persson. (2019) Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification. Sustainability 11:19, pages 5231.
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Ronit Rozenszajn, Zohar Snapir & Yossy Machluf. (2019) Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies. Studies in Educational Evaluation 61, pages 123-137.
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Kristiane Midtaune, Jakob Bonnevie Cyvin, Jiri Panek & Jan Ketil Rød. (2018) Feltbasert undervisning. Uniped 41:4, pages 452-468.
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Piet Ankiewicz. (2015) Inheemse en Westerse tegnologiese kennisstelsels: Twee kante van dieselfde muntstuk?. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 34:1.
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Ronit Rozenszajn & Anat Yarden. (2014) Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK. International Journal of STEM Education 1:1.
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E D Fitkov-Norris & A Yeghiazarian. (2013) Measuring Study Habits in Higher Education: The Way Forward?. Journal of Physics: Conference Series 459, pages 012022.
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