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Tammy D. Lee & Bonnie Glass. (2021) Moving talk forward: novice science teachers approximate the practice of leading science discourse. International Journal of Science Education 43:8, pages 1314-1340.
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Lihua Xu. (2019) Relating Teaching and Learning of Science Through the Lens of Variation Theory. Scandinavian Journal of Educational Research 63:1, pages 145-162.
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Kendra McMahon. (2012) Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative approach and pedagogic purposes. International Journal of Science Education 34:11, pages 1687-1708.
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Alberto Villani, Valeria
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KeithS. Taber & Alejandra García-Franco. (2010) Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter. Journal of the Learning Sciences 19:1, pages 99-142.
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María-Gabriela Lorenzo & Juan-Ignacio Pozo. (2010) La representación gráfica de la estructura espacial de las moléculas: eligiendo entre múltiples sistemas de notación. Culture and Education 22:2, pages 231-246.
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Michael Loxley. (2009) Evaluation of Three Primary Teachers’ Approaches to Teaching Scientific Concepts in Persuasive Ways. International Journal of Science Education 31:12, pages 1607-1629.
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Christian Buty & EduardoF. Mortimer. (2008) Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics. International Journal of Science Education 30:12, pages 1635-1660.
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Christine Chin. (2006) Classroom Interaction in Science: Teacher questioning and feedback to students’ responses. International Journal of Science Education 28:11, pages 1315-1346.
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Juan Ignacio Pozo & Miguel Angel Gomez Crespo. (2005) The Embodied Nature of Implicit Theories: The Consistency of Ideas About the Nature of Matter. Cognition and Instruction 23:3, pages 351-387.
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Marcelo Giordan. (2004) Tutoring through the internet: how students and teachers interact to construct meaning. International Journal of Science Education 26:15, pages 1875-1894.
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Miguel Ángel Gómez Crespo & Juan Ignacio Pozo. (2004) Relationships between everyday knowledge and scientific knowledge: understanding how matter changes. International Journal of Science Education 26:11, pages 1325-1343.
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Eduardo F. Mortimer & James V. Wertsch. (2003) The Architecture and Dynamics of
Intersubjectivity in Science Classrooms. Mind, Culture, and Activity 10:3, pages 230-244.
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Larry Yore, GayL. Bisanz & BrianM. Hand. (2003) Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education 25:6, pages 689-725.
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John Leach & Phil Scott. (2002) Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning. Studies in Science Education 38:1, pages 115-142.
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Eduardo Fleury Mortimer. (2001) Perfil Conceptual: formas de pensar y hablar en las clases de ciencias. Journal for the Study of Education and Development 24:4, pages 475-490.
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Philip Scott. (1998) Teacher Talk and Meaning Making in Science Classrooms: a Vygotskian Analysis and Review. Studies in Science Education 32:1, pages 45-80.
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Articles from other publishers (40)
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Daniel Trugillo Martins Fontes & André Machado Rodrigues. (2023) Vygotsky na pesquisa em Educação em Ciências: diálogo entre perspectivas passadas e tendências futuras. Ciência & Educação (Bauru) 29.
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Maria Vrikki & Maria Evagorou. (2023) An analysis of teacher questioning practices in dialogic lessons. International Journal of Educational Research 117, pages 102107.
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Tomáš Lintner & Klára Šeďová. (2022) Aiming for Active Student Participation in Online University Lessons: A Case Study of Two Teachers During Emergency Remote Teaching. Studia paedagogica 27:2, pages 9-34.
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Yılmaz SAĞLAM & Sedat KANADLI. (2022) Can Dialogic Discourse Enhance Student Active Participation?Diyalojik Söylem Öğrencinin Derse Aktif Katımını Arttırabilir mi?. Kastamonu Eğitim Dergisi 30:1, pages 24-35.
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Ulrika Bossér & Mats Lindahl. (2020) Teachers’ Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching. International Journal of Science and Mathematics Education 19:3, pages 461-482.
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Y. Soysal. (2018) Determining the Mechanics of Classroom Discourse in Vygotskian Sense: Teacher Discursive Moves Reconsidered. Research in Science Education 50:4, pages 1639-1663.
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Zeynep Ünsal, Britt Jakobson, Bengt-Olov Molander & Per-Olof Wickman. (2016) Science education in a bilingual class: problematising a translational practice. Cultural Studies of Science Education 13:2, pages 317-340.
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Sofie Weiss Dohrn & Niels Bonderup Dohn. (2018) The role of teacher questions in the chemistry classroom. Chemistry Education Research and Practice 19:1, pages 352-363.
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Emma-Louise Aveling, Alex Gillespie & Flora Cornish. (2014) A qualitative method for analysing multivoicedness. Qualitative Research 15:6, pages 670-687.
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Lara K. Smetana & Randy L. Bell. (2013) Which Setting to Choose: Comparison of Whole-Class vs. Small-Group Computer Simulation Use. Journal of Science Education and Technology 23:4, pages 481-495.
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Eduardo F. Mortimer, Charbel N. El-Hani, Cláudia Sepulveda, Edenia Maria Ribeiro do Amaral, Francisco Ângelo Coutinho & Fábio Augusto Rodrigues e Silva. 2014. Conceptual Profiles. Conceptual Profiles
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Thomas J. Bussey, MaryKay Orgill & Kent J. Crippen. (2013) Variation theory: A theory of learning and a useful theoretical framework for chemical education research. Chem. Educ. Res. Pract. 14:1, pages 9-22.
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Tina Johnson Cartwright. (2012) Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments. School Science and Mathematics 112:6, pages 384-391.
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Carlos R. Espíndola & Osvaldo M. Cappannini. (2012) Obstáculos en la evaluación diagnóstica. Una propuesta de superación mediante la identificación de modelos presentes en el curso. Educación Química 23:4, pages 484-491.
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Eduardo F. Mortimer, Phil Scott & Charbel N. El-Hani. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education
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Lay Hoon Seah, David J. Clarke & Christina E. Hart. (2011) Understanding students' language use about expansion through analyzing their lexicogrammatical resources. Science Education 95:5, pages 852-876.
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Seungho Maeng & Chan‐Jong Kim. (2010) Variations in science teaching modalities and students' pedagogic subject positioning through the discourse register and language code. Science Education 95:3, pages 431-457.
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Alejandra García Franco & Keith S. Taber. (2010) Pensamiento intuitivo y aprendizaje de la química. Educación Química 21:2, pages 111-117.
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Alberto Villani, Jesuina Lopes de Almeida Pacca & Denise de Freitas. (2007) Science Teacher Education in Brazil: 1950–2000. Science & Education 18:1, pages 125-148.
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Fernando Flores-Camacho, Leticia Gallegos-Cázares, Andoni Garritz & Alejandra García-Franco. (2006) Incommensurability and Multiple Models:
Representations of the Structure of Matter in Undergraduate Chemistry Students. Science & Education 16:7-8.
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Christine Chin. (2007) Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching 44:6, pages 815-843.
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Andrés Acher, María Arcà & Neus Sanmartí. (2007) Modeling as a teaching learning process for understanding materials: A case study in primary education. Science Education 91:3, pages 398-418.
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Philip H. Scott, Eduardo F. Mortimer & Orlando G. Aguiar. (2006) The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education 90:4, pages 605-631.
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Phil Scott & Eduardo Mortimer. 2005. Research and the Quality of Science Education. Research and the Quality of Science Education
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Maria do Socorro Alencar Nunes-Macedo, Eduardo Fleury Mortimer & Judith Green. (2004) A constituição das interações em sala de aula e o uso do livro didático: análise de uma prática de letramento no primeiro ciclo. Revista Brasileira de Educação:25, pages 18-29.
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Shigenori INAGAKI & Etsuji YAMAGUCHI. (2004) A Sociocultural Approach to Science Learning in the Classroom : Lotman's Notion of "Functional Dualism of Texts in a Cultural System" and Wertsch's Notion of "Privileging"理科学習への社会文化的アプローチ : LotmanとWertschの概念を参照した言語コミュニケーション分析. Journal of Research in Science Education 44:2, pages 11-26.
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Dušan Krnel, Saša S. Glažar & Rod Watson. (2003) The development of the concept of “matter”: A cross‐age study of how children classify materials. Science Education 87:5, pages 621-639.
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Eduardo F. Mortimer & Flávia Maria Teixeira Santos. 2003. Science Education Research in the Knowledge-Based Society. Science Education Research in the Knowledge-Based Society
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Anna Maria Pessoa de Carvalho. (2001) A influência das mudanças da legislação na formação dos professores: as 300 horas de estágio supervisionado. Ciência & Educação (Bauru) 7:1, pages 113-122.
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Wildson Luiz Pereira dos Santos & Eduardo Fleury Mortimer. (2001) Tomada de decisão para ação social responsável no ensino de ciências. Ciência & Educação (Bauru) 7:1, pages 95-111.
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Isabel Martins, Eduardo Mortimer, Jonathan Osborne, Charalampos Tsatsarelis & Maria Pilar Jiménez Aleixandre. 2001. Research in Science Education - Past, Present, and Future. Research in Science Education - Past, Present, and Future
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Wildson Luiz Pereira dos Santos & Eduardo Fleury Mortimer. (2000) Uma análise de pressupostos teóricos da abordagem C-T-S (Ciência - Tecnologia - Sociedade) no contexto da educação brasileira. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 2:2, pages 110-132.
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Eduardo F. Mortimer & Andréa H. Machado. (2000) Anomalies and conflicts in classroom discourse. Science Education 84:4, pages 429-444.
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Shigenori INAGAKI, Etsuji YAMAGUCHI & Yukiko UETSUJI. (1998) Speech Communication and Science Learning in the Classroom: A Sociocultural Approach教室における言語コミュニケーションと理科学習：社会文化的アプローチ. Bulletin of Society of Japan Science Teaching 39:2, pages 61-79.
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