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Yilmaz Soysal. (2023) Understanding linkage between teacher talk moves, discourse contexts and students’ talk productivity. Research in Science & Technological Education 41:4, pages 1452-1479.
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Yilmaz Soysal. (2023) An exploration of the determinants of middle school students’ argument quality by classroom discourse analysis. Research in Science & Technological Education 41:1, pages 343-371.
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Pasi Nieminen, Markus Hähkiöniemi & Jouni Viiri. (2021) Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons. International Journal of Science Education 43:3, pages 362-384.
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Yilmaz Soysal. (2021) Exploring elementary and middle school science teachers’ metadiscourse moves: a Vygotskian analysis and interpretation. Learning: Research and Practice 7:1, pages 70-104.
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Yılmaz Soysal. (2020) Investigating discursive functions and potential cognitive demands of teacher questioning in the science classroom. Learning: Research and Practice 6:2, pages 167-194.
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Shu-Wen Lan & Luciana C. de Oliveira. (2019) English language learners’ participation in the discourse of a multilingual science classroom. International Journal of Science Education 41:9, pages 1246-1270.
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Grant Williams & John Clement. (2015) Identifying Multiple Levels of Discussion-Based Teaching Strategies for Constructing Scientific Models. International Journal of Science Education 37:1, pages 82-107.
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Articles from other publishers (16)
Sofia Dembitska, Iryna Kobylianska, Oleksandr Kobylianskyi & Olga Kuzimenko. (2023) TRAINING OF SPECIALISTS IN TECHNICAL SPECIALTIES TO PROFESSIONAL ACTIVITY ACCORDING TO THE REQUIREMENTS OF TRANSDISCIPLINARY APPROACH. Professional Pedagogics 1:26, pages 110-121.
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Yilmaz Soysal & Somayyeh Soysal. (2022) Exploring Prospective Classroom Teacher Question Types for Productive Classroom Dialogue. ECNU Review of Education, pages 209653112211092.
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Amelia Wenk Gotwals, Tanya S. Wright, Lisa Domke & Blythe Anderson. (2022) Science Talk in Elementary Classrooms. The Elementary School Journal 122:4, pages 642-673.
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Festo Kayima & Selina Thomas Mkimbili. (2019) How Do Chemistry Teachers Deal with Students' Incorrect/Undesired Responses to Oral Classroom Questions? Exploring Effective Feedback Practices. Research in Science Education 51:S2, pages 647-668.
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Yilmaz Soysal & Ozgul Yilmaz-Tuzun. (2019) Relationships Between Teacher Discursive Moves and Middle School Students’ Cognitive Contributions to Science Concepts. Research in Science Education 51:S1, pages 325-367.
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Festo Kayima & Arne Jakobsen. (2018) Exploring the Situational Adequacy of Teacher Questions in Science Classrooms. Research in Science Education 50:2, pages 437-467.
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Yılmaz SOYSAL. (2019) Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science TeachingÜretken Sınıf Söyleminin Göstergeleri ve Destekleyici Söylemsel Hamleler: Etkili Fen Eğitimi için Sistematik Bir Derleme. Academy Journal of Educational Sciences 3:2, pages 114-137.
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YILMAZ SOYSAL. (2019) Üretken Sınıf Söyleminin Göstergeleri ve Destekleyici Söylemsel Hamleler: Etkili Fen Eğitimi için Sistematik Bir Derleme. Academy Journal of Educational Sciences, pages 114-137.
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Maria Cecilia Nunez-Oviedo & John J. Clement. (2019) Large Scale Scientific Modeling Practices That Can Organize Science Instruction at the Unit and Lesson Levels. Frontiers in Education 4.
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Sara Salloum & Saouma BouJaoude. (2017) The Use of Triadic Dialogue in the Science Classroom: a Teacher Negotiating Conceptual Learning with Teaching to the Test. Research in Science Education 49:3, pages 829-857.
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Loucas Louca, Thea Skoulia, Olia E. Tsivitanidou & Costas P. Constantinou. 2018. Progress in the Chemistry of Organic Natural Products 107. Progress in the Chemistry of Organic Natural Products 107
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Cindy M. Gilson & Catherine A. Little. (2016) Understanding How Teachers Listen in a Reading Enrichment Program. Journal of Advanced Academics 27:3, pages 210-240.
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Shien Chue & Yew-Jin Lee. 2015. Science Education in East Asia. Science Education in East Asia
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Bruno Ferreira dos Santos, Karina Novaes dos Santos & Eliana Sardinha da Silva. (2014) INTERAÇÕES DISCURSIVAS EM AULAS DE QUÍMICA AO REDOR DE ATIVIDADES EXPERIMENTAIS: UMA ANÁLISE SOCIOLÓGICA. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 16:3, pages 227-246.
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Awelani V. Mudau, Fhatuwani J. Mundalamo & Thomas D.T. Sedumedi. (2014) Through the Eye of the Needle: A Classroom Practice Diagnostic Framework for the Teaching of Projectile Motion. Procedia - Social and Behavioral Sciences 131, pages 415-419.
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Linda P. Salamanca, Amber R. Carini, Monique A. Lee, Karmen Dykstra, Jacob Whitehill, Daniel Angus, Janet Wiles, Judy S. Reilly & Marian S. Bartlett. (2012) Characterizing the temporal dynamics of student-teacher discourse. Characterizing the temporal dynamics of student-teacher discourse.