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Shaohui Chi & Zuhao Wang. (2023) Students’ science learning experiences and career expectations: mediating effects of science-related attitudes and beliefs. International Journal of Science Education 45:9, pages 754-780.
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Ryan Summers & Shuai Wang. (2023) Measuring a cross-sectional sample of students’ intentions to engage with science and modelling associations according to two theoretical perspectives. International Journal of Science Education 45:7, pages 521-540.
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Daniel Edwards, Sarah Buckley, Neville Chiavaroli, Sheldon Rothman & Julie McMillan. (2023) The STEM pipeline: pathways and influences on participation and achievement of equity groups. Journal of Higher Education Policy and Management 45:2, pages 206-222.
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T. Zamalloa & J. Sanz. (2023) Attitudes of secondary school students towards geology in Spain. Research in Science & Technological Education 41:1, pages 123-146.
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Jaakko Lamminpää, Veli-Matti Vesterinen & Katja Puutio. (2023) Draw-A-Science-Comic: exploring children’s conceptions by drawing a comic about science. Research in Science & Technological Education 41:1, pages 39-60.
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Õnne Uus, Kadri Mettis & Terje Väljataga. (2022) Self-directed learning: A case-study of school students scientific knowledge construction outdoors. Cogent Education 9:1.
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James Deehan, Amy MacDonald & Christopher Morris. (2022) A scoping review of interventions in primary science education. Studies in Science Education 0:0, pages 1-43.
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Radu Bogdan Toma. (2022) Elementary school students’ interests and attitudes towards biology and physics. Journal of Biological Education 0:0, pages 1-12.
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Radu Bogdan Toma, Martha Lucía Orozco-Gómez, Alba Carolina Molano Niño, Nadia Lucía Obando-Correal & Rocío Stella Suárez Román. (2022) Testing assumptions of the Draw-a-Scientist-Test (DAST): do stereotyped views affect career aspirations?. International Journal of Science Education 44:16, pages 2423-2441.
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Mario I. Suárez, Andrea M. Hawkman, Colby Tofel-Grehl, Beth L. MacDonald, Kristin Searle, David F. Feldon, Taryn Sommers & Michael Hernandez. (2022) STEM as a cover: towards a framework for Queer Emotions, Battle Fatigue, and STEM identity. International Journal of Qualitative Studies in Education 35:9, pages 960-979.
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Laura Scholes & Garth Stahl. (2022) ‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists. International Journal of Inclusive Education 26:9, pages 927-942.
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Juliet Edmonds, Fay Lewis & Laura Fogg-Rogers. (2022) Primary pathways: elementary pupils’ aspiration to be engineers and STEM subject interest. International Journal of Science Education, Part B 12:3, pages 221-234.
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Per-Olof Wickman, Vaughan Prain & Russell Tytler. (2022) Aesthetics, affect, and making meaning in science education: an introduction. International Journal of Science Education 44:5, pages 717-734.
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Suzanne Trask & Bronwen Cowie. (2022) On their own terms? Opening up senior science learning for non-specialist science students. International Journal of Science Education 44:4, pages 674-693.
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Vanessa Dodd, Jill Hanson & Tristram Hooley. (2022) Increasing students’ career readiness through career guidance: measuring the impact with a validated measure. British Journal of Guidance & Counselling 50:2, pages 260-272.
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Karen L. Jones & Jessica M. M. Hamer. (2022) Examining the relationship between parent/carer’s attitudes, beliefs and their child’s future participation in physics. International Journal of Science Education 44:2, pages 201-222.
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Italo Testa, Giovanni Costanzo, Marianna Crispino, Silvia Galano, Alessio Parlati, Oreste Tarallo, Francesca Tricò & Umberto Scotti di Uccio. (2022) Development and validation of an instrument to measure students’ engagement and participation in science activities through factor analysis and Rasch analysis. International Journal of Science Education 44:1, pages 18-47.
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Jari Lavonen, Beatrice Ávalos, Katja Upadyaya, Sebastián Araneda, Kalle Juuti, Patricio Cumsille, Janna Inkinen & Katariina Salmela-Aro. (2021) Upper secondary students’ situational interest in physics learning in Finland and Chile. International Journal of Science Education 43:16, pages 2577-2596.
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Jairo Ortiz-Revilla, Ileana M. Greca & Jesús-Ángel Meneses-Villagrá. (2021) Effects of an integrated STEAM approach on the development of competence in primary education students (Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria). Journal for the Study of Education and Development 44:4, pages 838-870.
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Catherine L. Quinlan. (2021) Emergent themes and pragmatic research methods for meaningful cultural representation of Blacks in multimedia products for the science classroom. International Journal of Science Education 43:14, pages 2316-2332.
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Julie Moote, Louise Archer, Jennifer DeWitt & Emily MacLeod. (2021) Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England. Research Papers in Education 36:4, pages 402-422.
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Katherine E. Rawlinson, Catherine J. Duckett, Hollie Shaw, M. Nicola Woodroofe & Melissa M. Lacey. (2021) Family-focused campus-based university event increases perceived knowledge, science capital and aspirations across a wide demographic. International Journal of Science Education, Part B 11:3, pages 273-291.
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Garth Stahl, Laura Scholes, Sarah McDonald & Jo Lunn. (2021) Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships. Pedagogy, Culture & Society 29:1, pages 43-60.
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Avner Caspi, Paul Gorsky, Rakefet Nitzani-Hendel, Zacharias C. Zacharia, Sherman Rosenfeld, Shmuel Berman & Bruria Shildhouse. (2020) Children's perceptions of the factors that led to their enrolment in advanced, middle-school science programmes. International Journal of Science Education 42:11, pages 1915-1939.
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Lynda Dunlop, Jeremy Airey, Maria Turkenburg-van Diepen & Judith Bennett. (2020) Close encounters between young people and human spaceflight. International Journal of Science Education, Part B 10:3, pages 187-203.
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David Aguilera & Francisco Javier Perales-Palacios. (2020) Learning biology and geology through a participative teaching approach: the effect on student attitudes towards science and academic performance. Journal of Biological Education 54:3, pages 245-261.
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Runaaz Ali Sharma & Eileen Honan. (2020) Fijian Pre-Service Teachers’ Ideas about Science and Scientists. Journal of Science Teacher Education 31:3, pages 335-357.
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Itoro Emembolu, Annie Padwick, Joe Shimwell, Jonathan Sanderson, Carol Davenport & Rebecca Strachan. (2020) Using action research to design and evaluate sustained and inclusive engagement to improve children’s knowledge and perception of STEM careers. International Journal of Science Education 42:5, pages 764-782.
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Doris Holzberger, Sarah Reinhold, Oliver Lüdtke & Tina Seidel. (2020) A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies. Studies in Science Education 56:1, pages 1-34.
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Xin Du & Billy Wong. (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education 41:15, pages 2136-2155.
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R. B. Toma, I. M. Greca & M. L. Orozco Gómez. (2019) Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables. Research in Science & Technological Education 37:4, pages 492-515.
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Rachel N. Bonnette, Kevin Crowley & Christian D. Schunn. (2019) Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children. International Journal of Science Education 41:12, pages 1626-1643.
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Lilith Rüschenpöhler & Silvija Markic. (2019) Self-concept research in science and technology education – theoretical foundation, measurement instruments, and main findings. Studies in Science Education 55:1, pages 37-68.
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Jennifer DeWitt & Louise Archer. (2017) Participation in informal science learning experiences: the rich get richer?. International Journal of Science Education, Part B 7:4, pages 356-373.
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Louise Archer, Julie Moote, Becky Francis, Jennifer DeWitt & Lucy Yeomans. (2017) Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England. Research Papers in Education 32:3, pages 296-315.
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Jennifer DeWitt, Louise Archer & Ada Mau. (2016) Dimensions of science capital: exploring its potential for understanding students’ science participation. International Journal of Science Education 38:16, pages 2431-2449.
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Richard Sheldrake. (2016) Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence. International Journal of Science Education 38:8, pages 1256-1277.
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