Citations (82)
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Marc Rodemer, Julia Eckhard, Nicole Graulich & Sascha Bernholt. (2021) Connecting explanations to representations: benefits of highlighting techniques in tutorial videos on students’ learning in organic chemistry. International Journal of Science Education 43:17, pages 2707-2728.
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David F. Treagust & Reinders Duit. (2015) On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs. International Journal of Science Education 37:5-6, pages 958-965.
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Rory Glass & Alandeom W. Oliveira. (2014) Science Language Accommodation in Elementary School Read-Alouds. International Journal of Science Education 36:4, pages 577-609.
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L. Romine, Lloyd
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R. Folk. (2013) Exploring Secondary Students' Knowledge and Misconceptions about Influenza: Development, validation, and implementation of a multiple-choice influenza knowledge scale. International Journal of Science Education 35:11, pages 1874-1901.
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Alandeom W. Oliveira. (2010) Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers’ Oral Strategies. Journal of Science Teacher Education 21:7, pages 747-765.
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Luciana Danusso, Italo Testa & Matilde Vicentini. (2010) Improving Prospective Teachers’ Knowledge about Scientific Models and Modelling: Design and evaluation of a teacher education intervention. International Journal of Science Education 32:7, pages 871-905.
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Ann Childs & Jane McNicholl. (2007) Investigating the Relationship between Subject Content Knowledge and Pedagogical Practice through the Analysis of Classroom Discourse. International Journal of Science Education 29:13, pages 1629-1653.
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JoséM Oliva, P. Azcárate & A. Navarrete. (2007) Teaching Models in the Use of Analogies as a Resource in the Science Classroom. International Journal of Science Education 29:1, pages 45-66.
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Samson
Madera Nashon. (2003) Teaching and learning high school physics in Kenyan classrooms using analogies. Canadian Journal of Science, Mathematics and Technology Education 3:3, pages 333-345.
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RosáriaS. Justi & JohnK. Gilbert. (2002) Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education 24:12, pages 1273-1292.
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Hans Hulshof & Nico Verloop. (2002) The use of analogies in language teaching: Representing the content of teachers' practical knowledge. Journal of Curriculum Studies 34:1, pages 77-90.
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Len Unsworth. (2001) Evaluating the language of different types of explanations in junior high school science texts. International Journal of Science Education 23:6, pages 585-609.
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JohnK. Gilbert & Susan Stocklmayer. (2001) The Design of Interactive Exhibits to Promote the Making of Meaning. Museum Management and Curatorship 19:1, pages 41-50.
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Allan G. Harrison & David F. Treagust. (2000) A typology of school science models. International Journal of Science Education 22:9, pages 1011-1026.
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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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Zuhrieh A. & Marwan A.. (2022) Science Teachers' Use of Analogies: Findings from Classroom Practices. European Journal of Educational Research 11:2, pages 1023-1036.
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Sanja Kaurin & Zlatko Pavlović. (2021) Self-assessment Creativity among Students Who Show Different Tendencies to Spontaneous Application of Analogies. Društvene i humanističke studije (Online) 6:4(17), pages 335-354.
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Ashley N. Murphy, Yinyuan Zheng, Apoorva Shivaram, Elayne Vollman & Lindsey Engle Richland. (2021) Bias and sensitivity to task constraints in spontaneous relational attention. Journal of Experimental Child Psychology 202, pages 104981.
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Sonja Werner, Christian Förtsch, William Boone, Lena von Kotzebue & Birgit J. Neuhaus. (2017) Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study. Research in Science Education 49:2, pages 437-463.
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