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International Journal of Science Education Volume 41, 2019 - Issue 18
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Articles

Investigating disciplinary context effect on student scientific inquiry competence

ShaoHui ChiCollege of Teacher Education, Faculty of Education, East China Normal University, Shanghai, People’s Republic of ChinaORCID Iconhttps://orcid.org/0000-0002-1261-7951View further author information
ORCID Icon,
Zuhao WangInstitute of Curriculum and Instruction, Faculty of Education, East China Normal University, Shanghai, People’s Republic of ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2967-8232View further author information
ORCID Icon &
Xiufeng LiuDepartment of Learning and Instruction, University at Buffalo, State University of New York, Buffalo, NY, USAORCID Iconhttps://orcid.org/0000-0003-2264-9882View further author information
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Pages 2736-2764 | Received 25 Mar 2019, Accepted 22 Nov 2019, Published online: 06 Dec 2019

Citations (7)

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Read on this site (3)

Xiaoming Zhai & Min Li. (2021) Validating a partial-credit scoring approach for multiple-choice science items: an application of fundamental ideas in science. International Journal of Science Education 43:10, pages 1640-1666.
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Zuhao Wang & Ge Song. (2021) Towards an assessment of students’ interdisciplinary competence in middle school science. International Journal of Science Education 43:5, pages 693-716.
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Marco Reith & Andreas Nehring. (2020) Scientific reasoning and views on the nature of scientific inquiry: testing a new framework to understand and model epistemic cognition in science. International Journal of Science Education 42:16, pages 2716-2741.
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Articles from other publishers (4)

Kangkang Luo, Salmiza Saleh, Piaosa Zhang, Qianyun Zhu & Xiao Huang. (2023) Science Education Research Trends in the Chinese Mainland From 2017–2021: A Systematic Literature Review in Selected Journals. International Journal of Chinese Education 12:2, pages 2212585X2311754.
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Xiaoming Zhai. (2022) Assessing high‐school students' modeling performance on Newtonian mechanics. Journal of Research in Science Teaching 59:8, pages 1313-1353.
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Xiaoming Zhai, Kevin C. Haudek, Christopher Wilson & Molly Stuhlsatz. (2021) A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment. Frontiers in Education 6.
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Ge Song & Zuhao Wang. (2021) Factors influencing middle school students' interdisciplinary competence in science education. Journal of Research in Science Teaching 58:7, pages 1041-1072.
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