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International Journal of Science Education Volume 38, 2016 - Issue 12
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Articles

Influence of using challenging tasks in biology classrooms on students’ cognitive knowledge structure: an empirical video study

Jigna NawaniBiology Education, Department I, Faculty of Biology, Ludwig-Maximilians-Universität München, Munich, GermanyCorrespondence[email protected]
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Julia RixiusBiology Education, Department I, Faculty of Biology, Ludwig-Maximilians-Universität München, Munich, GermanyView further author information
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Birgit J. NeuhausBiology Education, Department I, Faculty of Biology, Ludwig-Maximilians-Universität München, Munich, GermanyView further author information
Pages 1882-1903 | Received 17 Apr 2015, Accepted 12 Jul 2016, Published online: 26 Aug 2016

Citations (8)

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Read on this site (3)

Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2021) Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool. International Journal of Bilingual Education and Bilingualism 24:6, pages 868-891.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2021) Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course. International Journal of Science Education 43:1, pages 1-29.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2018) Using formative assessment to promote argumentation in a university bilingual science course. International Journal of Science Education 40:13, pages 1669-1695.
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Articles from other publishers (5)

Benjamin Heinitz, Michael Szogs, Christian Förtsch, Friederike Korneck, Birgit J. Neuhaus & Andreas Nehring. (2022) Unterrichtsqualität in den Naturwissenschaften. Eine vergleichende Gegenüberstellung von Ansätzen zwischen Fachspezifik und GenerikInstructional Quality in Natural Sciences. A Comparison of Subject-Specific Approaches. Zeitschrift für Didaktik der Naturwissenschaften 28:1.
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Tobias Dorfner, Christian Förtsch, William Boone & Birgit J. Neuhaus. (2017) Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics. Research in Science Education 49:5, pages 1457-1491.
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Birgit Jana Neuhaus, Detlef Urhahne & Stefan Ufer. 2019. Psychologie für den Lehrberuf. Psychologie für den Lehrberuf 143 161 .
Jigna Nawani, Lena Kotzebue, Julia Rixius, Michael Graml & Birgit J. Neuhaus. (2017) Teachers’ Use of Focus Questions in German Biology Classrooms: a Video-based Naturalistic Study. International Journal of Science and Mathematics Education 16:8, pages 1431-1451.
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Tobias Dorfner, Christian Förtsch & Birgit J. Neuhaus. (2018) Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction. Learning and Instruction 56, pages 42-53.
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