Citations (29)
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James R. Ebert, Glenn Dolphin & Paul Bischoff. (2023) An undergraduate research experience in earth science education that benefits pre-service teachers and in-service earth science teachers. Journal of Geoscience Education 71:2, pages 238-252.
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Nadine Tramowsky, Denis Messig & Jorge Groß. (2022) Students’ conceptions about animal ethics: the benefit of moral metaphors for fostering decision-making competence. International Journal of Science Education 44:3, pages 355-378.
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Caspar Geraedts, Rogier Arents & John Huizinga. (2021) Enacting molecular genetic processes with a versatile DNA stamp kit. Journal of Biological Education 55:4, pages 418-428.
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Aviad Raz, Gaëlle Pontarotti & Jonathan B. Weitzman. (2019) Epigenetic metaphors: an interdisciplinary translation of encoding and decoding. New Genetics and Society 38:3, pages 264-288.
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Michael Hubenthal. (2018) Exploring undergraduates’ conceptions of elasticity, within a plate tectonics context, before and after experience with rock’s elastic behavior. Journal of Geoscience Education 66:4, pages 261-277.
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Glenn Dolphin, Wendy Benoit, Jessica Burylo, Emily Hurst, Wyatt Petryshen & Simon Wiebe. (2018) Braiding history, inquiry, and model-based learning: A collection of open-source historical case studies for teaching both geology content and the nature of science. Journal of Geoscience Education 66:3, pages 205-220.
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Fredrik Jeppsson, Johanna Frejd & Frida Lundmark. (2017) “Wow, It Turned Out Red! First, a Little Yellow, and Then Red!” 1st-Graders’ Work With an Infrared Camera. Journal of Research in Childhood Education 31:4, pages 581-596.
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Tamer G. Amin. (2015) Conceptual Metaphor and the Study of Conceptual Change: Research synthesis and future directions. International Journal of Science Education 37:5-6, pages 966-991.
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Articles from other publishers (21)
Sara Petchey, David Treagust & Kai Niebert. (2023) Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants. CBE—Life Sciences Education 22:2.
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Ragnar van der Merwe. (2022) Whewell’s Hylomorphism as a Metaphorical Explanation for How Mind and World Merge. Journal for General Philosophy of Science 54:1, pages 19-38.
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Diarmaid Lane, Oliver McGarr & Bill Nicholl. (2022) Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’. International Journal of Technology and Design Education 33:1, pages 123-142.
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Maria Kolovou. (2022) In Search of Assessment Shifts in Embodied Learning Science Research: a Review. Journal of Science Education and Technology 31:2, pages 246-257.
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William J-A Ou, Gil J B Henriques, Athmanathan Senthilnathan, Po-Ju Ke, Tess N Grainger & Rachel M Germain. (2022) Writing Accessible Theory in Ecology and Evolution: Insights from Cognitive Load Theory. BioScience 72:3, pages 300-313.
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Sybille Hüfner & Kai Niebert. 2022. Die Praxis der systematischen Metaphernanalyse. Die Praxis der systematischen Metaphernanalyse
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Julian Heeg, Robert Marten Bittorf & Sascha Schanze. (2021) Erforschung potenzieller Entwicklungsverläufe diagnostischer Fähigkeiten angehender Chemielehrkräfte hinsichtlich Lernendenvorstellungen – Die Bedeutung individueller Vorstellungen über LernendenvorstellungenInvestigating Possible Development Processes of Preservice Chemistry Teachers’ Diagnostic Skills Regarding Learners’ Conceptions—The Influence of Individual Conceptions About Learners’ Conceptions. Zeitschrift für Didaktik der Naturwissenschaften 27:1, pages 17-44.
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Kamryn Czysz, Lianne Schroeder & Ginevra A. Clark. (2020) Making Acids and Bases MORE Basic: Supporting Students’ Conceptualization of Acid–Base Chemistry through a Laboratory Exercise That Connects Molecular-Level Representations to Symbolic Representations and Experimentally Derived Evidence. Journal of Chemical Education 97:2, pages 484-489.
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Susana Afonso, Ana Sofia Afonso & Francisco Rodrigues. (2019) Towards an effective use of language to explain light in the museum. Science Education 103:4, pages 923-946.
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Elias Euler, Elmer Rådahl & Bor Gregorcic. (2019) Embodiment in physics learning: A social-semiotic look. Physical Review Physics Education Research 15:1.
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Subuh Anggoro, Ari Widodo, Andi Suhandi & David F. Treagust. (2019) Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. EURASIA Journal of Mathematics, Science and Technology Education 15:8.
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Harald Gropengießer & Jorge Groß. 2019. Biologiedidaktische Forschung: Erträge für die Praxis. Biologiedidaktische Forschung: Erträge für die Praxis
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Cynthia Taylor & Bryan M. Dewsbury. (2018) On the Problem and Promise of Metaphor Use in Science and Science Communication. Journal of Microbiology & Biology Education 19:1.
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Harald Gropengießer & Annette Marohn. 2018. Theorien in der naturwissenschaftsdidaktischen Forschung. Theorien in der naturwissenschaftsdidaktischen Forschung
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Ulrike Wernecke, Julia Schwanewedel & Ute Harms. (2018) Metaphors describing energy transfer through ecosystems: Helpful or misleading?. Science Education 102:1, pages 178-194.
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Lena A. E. Tibell & Ute Harms. (2017) Biological Principles and Threshold Concepts for Understanding Natural Selection. Science & Education 26:7-9, pages 953-973.
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