Citations (29)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (10)
Tina Vo, Cory Forbes, Laura Zangori & Christina V. Schwarz. (2019) Longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena. International Journal of Science Education 41:18, pages 2788-2807.
Read now
Read now
Tina Vo, Cory T. Forbes, Laura Zangori & Christina V. Schwarz. (2015) Fostering Third-Grade Students’ Use of Scientific Models with the Water Cycle: Elementary teachers’ conceptions and practices. International Journal of Science Education 37:15, pages 2411-2432.
Read now
Read now
Yeung Chung Lee. (2015) Self-generated Analogical Models of Respiratory Pathways. Journal of Biological Education 49:4, pages 370-384.
Read now
Read now
Maria Karnezou, Sofia Avgitidou & Petros Kariotoglou. (2013) Links Between Teachers' Beliefs and Their Practices in a Science and Technology Museum Visit. International Journal of Science Education, Part B 3:3, pages 246-266.
Read now
Read now
Hsin-Yi Chang & Hsiang-Chi Chang. (2013) Scaffolding Students’ Online Critiquing of Expert- and Peer-generated Molecular Models of Chemical Reactions. International Journal of Science Education 35:12, pages 2028-2056.
Read now
Read now
RoaldP. Verhoeff, Arend Jan Waarlo & Kerst Th. Boersma. (2008) Systems Modelling and the Development of Coherent Understanding of Cell Biology. International Journal of Science Education 30:4, pages 543-568.
Read now
Read now
Richard K. Coll, Bev France & Ian Taylor. (2005) The role of models/and analogies in science education: implications from research. International Journal of Science Education 27:2, pages 183-198.
Read now
Read now
Keiko Kawasaki, Leslie Rupert Herrenkohl & Sherry A. Yeary. (2004) Theory building and modeling in a sinking and floating unit: a case study of third and fourth grade students' developing epistemologies of science. International Journal of Science Education 26:11, pages 1299-1324.
Read now
Read now
Allan G. Harrison & David F. Treagust. (2000) A typology of school science models. International Journal of Science Education 22:9, pages 1011-1026.
Read now
Read now
Vicente Mellado, Lorenzo J. Blanco & Constantino Ruiz. (1998) A Framework for Learning to Teach Science in Initial Primary Teacher Education. Journal of Science Teacher Education 9:3, pages 195-219.
Read now
Read now
Articles from other publishers (19)
Lucas Vasconcelos & ChanMin Kim. (2019) Coding in scientific modeling lessons (CS-ModeL). Educational Technology Research and Development 68:3, pages 1247-1273.
Crossref
Crossref
Ben Baumfalk, Devarati Bhattacharya, Tina Vo, Cory Forbes, Laura Zangori & Christina Schwarz. (2018) Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere. Journal of Research in Science Teaching 56:5, pages 570-597.
Crossref
Crossref
Edward Causton. (2019) Bringing Inferentialism to Science Education. Science & Education 28:1-2, pages 25-43.
Crossref
Crossref
Jinkyu Jung & Youngmin Kim. (2016) Effect of Infographic Instruction to Promote Elementary Students' Use of Scientific Model. Journal of The Korean Association For Science Education 36:2, pages 279-293.
Crossref
Crossref
John K. Gilbert & Rosária JustiJohn K. Gilbert & Rosária Justi. 2016. Modelling-based Teaching in Science Education. Modelling-based Teaching in Science Education
193
222
.
Cory T. Forbes, Laura Zangori & Christina V. Schwarz. (2015) Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students' model-driven explanation-construction. Journal of Research in Science Teaching 52:7, pages 895-921.
Crossref
Crossref
Billie Eilam & John K. Gilbert. 2014. Science Teachers’ Use of Visual Representations. Science Teachers’ Use of Visual Representations
3
28
.
. 2013. Children's Ways with Science and Literacy. Children's Ways with Science and Literacy
128
154
.
Roald Pieter Verhoeff, Kerst Th Boersma & Arend Jan Waarlo. 2013. Multiple Representations in Biological Education. Multiple Representations in Biological Education
331
348
.
Esen Uzuntiryaki, Yezdan Boz, Demet Kirbulut & Oktay Bektas. (2009) Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?. Research in Science Education 40:3, pages 403-424.
Crossref
Crossref
Maria Varelas, Christine C. Pappas, Eli Tucker‐Raymond, Justine Kane, Jennifer Hankes, Ibett Ortiz & Neveen Keblawe‐Shamah. (2009) Drama activities as ideational resources for primary‐grade children in urban science classrooms. Journal of Research in Science Teaching 47:3, pages 302-325.
Crossref
Crossref
Iztok Devetak, Janez Vogrinc & Saša Aleksij Glažar. (2008) Assessing 16-Year-Old Students’ Understanding of Aqueous Solution at Submicroscopic Level. Research in Science Education 39:2, pages 157-179.
Crossref
Crossref
Danielle Boyd Harlow. (2009) Structures and improvisation for inquiry-based science instruction: A teacher's adaptation of a model of magnetism activity. Science Education, pages n/a-n/a.
Crossref
Crossref
Joseph Snir, Carol L. Smith & Gila Raz. (2003) Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education 87:6, pages 794-830.
Crossref
Crossref
Emily H. van Zee, Marletta Iwasyk, Akiko Kurose, Dorothy Simpson & Judy Wild. (2001) Student and teacher questioning during conversations about science. Journal of Research in Science Teaching 38:2, pages 159-190.
Crossref
Crossref
Vicente Mellado, Lorenzo J. Blanco & Constantino Ruiz. 1999. Research in Science Education in Europe. Research in Science Education in Europe
273
280
.
Allan G. Harrison & David F. Treagust. (1998) Modelling in Science Lessons: Are There Better Ways to Learn With Models?. School Science and Mathematics 98:8, pages 420-429.
Crossref
Crossref
John K. Gilbert & Carolyn J. Boulter. 1998. International Handbook of Science Education. International Handbook of Science Education
53
66
.
N. Richard Thorley & René T. Stofflett. (1996) Representation of the conceptual change model in science teacher education. Science Education 80:3, pages 317-339.
Crossref
Crossref