Citations (154)
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Tejaswini Dalvi, Elaine Silva Mangiante & Kristen Wendell. (2021) Identifying Pre-service Teachers’ Conceptions about the NGSS Practices Using a Curriculum Critique and Revision (CCR) Task. Journal of Science Teacher Education 32:2, pages 123-147.
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Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
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Sarah Lena Günther, Jennifer Fleige, Annette Upmeier zu Belzen & Dirk Krüger. (2019) Using the Case Method to Foster Preservice Biology Teachers’ Content Knowledge and Pedagogical Content Knowledge Related to Models and Modeling. Journal of Science Teacher Education 30:4, pages 321-343.
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Ayse Yenilmez Turkoglu & Ceren Oztekin. (2016) Science teacher candidates’ perceptions about roles and nature of scientific models. Research in Science & Technological Education 34:2, pages 219-236.
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Moritz Krell & Dirk Krüger. (2016) Testing Models: A Key Aspect to Promote Teaching Activities Related to Models and Modelling in Biology Lessons?. Journal of Biological Education 50:2, pages 160-173.
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Michelle Hoda Wilkerson, Chelsea Andrews, Yara Shaban, Vasiliki Laina & Brian E. Gravel. (2016) What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop. Journal of Science Teacher Education 27:1, pages 11-33.
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Giulia Tasquier, Olivia Levrini & Justin Dillon. (2016) Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change. International Journal of Science Education 38:4, pages 539-563.
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María del Mar Aragón, José M. Oliva & Antonio Navarrete. (2014) Contributions of Learning Through Analogies to the Construction of Secondary Education Pupils’ Verbal Discourse about Chemical Change. International Journal of Science Education 36:12, pages 1960-1984.
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Eva Jensen. (2014) Does teaching students how to explicitly model the causal structure of systems improve their understanding of these systems?. European Journal of Engineering Education 39:4, pages 391-411.
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Juliane Grünkorn, Annette Upmeier zu Belzen & Dirk Krüger. (2014) Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework. International Journal of Science Education 36:10, pages 1651-1684.
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M. Bamberger & Elizabeth
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Loucas
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C. Zacharia. (2012) Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions. Educational Review 64:4, pages 471-492.
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Samia Khan. (2011) What’s Missing in Model-Based Teaching. Journal of Science Teacher Education 22:6, pages 535-560.
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Phil Seok Oh & Sung Jin Oh. (2011) What Teachers of Science Need to Know about Models: An overview. International Journal of Science Education 33:8, pages 1109-1130.
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JaniceD. Gobert, Laura O’Dwyer, Paul Horwitz, BarbaraC. Buckley, Sharona Tal Levy & Uri Wilensky. (2011) Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry. International Journal of Science Education 33:5, pages 653-684.
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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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PatrickH. M. Sins, ElwinR. Savelsbergh, WouterR. van Joolingen & BernadetteH. A. M. van Hout‐Wolters. (2009) The Relation between Students’ Epistemological Understanding of Computer Models and their Cognitive Processing on a Modelling Task. International Journal of Science Education 31:9, pages 1205-1229.
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Martin Niss. (2009) Metamodelling Messages Conveyed in Five Statistical Mechanical Textbooks from 1936 to 2001. International Journal of Science Education 31:5, pages 697-719.
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Valarie L. Akerson, J. Scott Townsend, Lisa A. Donnelly, Deborah L. Hanson, Praweena Tira & Orvil White. (2009) Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling. Journal of Science Teacher Education 20:1, pages 21-40.
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Ineke Henze, JanH. van Driel & Nico Verloop. (2008) Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe. International Journal of Science Education 30:10, pages 1321-1342.
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Ineke Henze, Jan Van Driel & Nico Verloop. (2007) The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform. International Journal of Science Education 29:15, pages 1819-1846.
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Feral Ogan‐Bekiroglu. (2007) Effects of Model‐based Teaching on Pre‐service Physics Teachers’ Conceptions of the Moon, Moon Phases, and Other Lunar Phenomena. International Journal of Science Education 29:5, pages 555-593.
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Christina V. Schwarz & Barbara Y. White. (2005) Metamodeling Knowledge:
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Barbara A. Crawford & Michael J. Cullin. (2004) Supporting prospective teachers' conceptions of modelling in science. International Journal of Science Education 26:11, pages 1379-1401.
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JanH. Van Driel & Nico Verloop. (2002) Experienced teachers' knowledge of teaching and learning of models and modelling in science education. International Journal of Science Education 24:12, pages 1255-1272.
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RosáriaS. Justi & JohnK. Gilbert. (2002) Modelling, teachers' views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education 24:4, pages 369-387.
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Grace Carroll & Soonhye Park. (2023) Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching. Education Sciences 13:4, pages 405.
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Florian Böschl, Cory Forbes & Kim Lange‐Schubert. (2022) Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross‐national video study. Science Education 107:2, pages 368-400.
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Catherine Houdement, Cécile Hosson & Christophe HacheKarine BÉCU‐ROBINAULT. 2022. Semiotic Approaches in Science Didactics. Semiotic Approaches in Science Didactics
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Lucas Vasconcelos & ChanMin Kim. (2022) Preservice science teachers coding science simulations: epistemological understanding, coding skills, and lesson design. Educational technology research and development 70:4, pages 1517-1549.
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Suat ÜNAL, Hilal YETİM & Ali İhsan BENZER. (2022) Öğretmen Adaylarının Modellerin Doğası Hakkındaki GörüşleriThe Views of Prospective Teachers about the Nature of Models. Bayburt Eğitim Fakültesi Dergisi 17:34, pages 586-605.
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Maximilian Göhner & Moritz Krell. (2020) Preservice Science Teachers’ Strategies in Scientific Reasoning: the Case of Modeling. Research in Science Education 52:2, pages 395-414.
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Mei-Hung Chiu & Jing-Wen Lin. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education
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Jolien De Meester, Mieke De Cock, Greet Langie & Wim Dehaene. (2021) The Process of Designing Integrated STEM Learning Materials: Case Study towards an Evidence-based Model. European Journal of STEM Education 6:1, pages 10.
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Joana Torres & Clara Vasconcelos. (2021) Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?. Education Sciences 11:11, pages 688.
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Sanne Schnell Nielsen & Jan Alexis Nielsen. (2019) A Competence-Oriented Approach to Models and Modelling in Lower Secondary Science Education: Practices and Rationales Among Danish Teachers. Research in Science Education 51:S2, pages 565-593.
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David C. Owens, Gillian E. McCall, Kimi Jaikaran, Nedra Cossa & Thomas R. KoballaJr.Jr.. (2021) Pre-service Elementary Science Teacher Preparation through Children’s Literature. The American Biology Teacher 83:7, pages 441-450.
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Meng-Fei Cheng, Tsung-Yu Wu & Shu-Fen Lin. (2019) Investigating the Relationship Between Views of Scientific Models and Modeling Practice. Research in Science Education 51:S1, pages 307-323.
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Ali Ihsan Benzer & Suat Ünal. (2021) MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW. Journal of Baltic Science Education 20:3, pages 344-359.
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Sanne Schnell Nielsen & Jan Alexis Nielsen. (2021) Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum. Eurasia Journal of Mathematics, Science and Technology Education 17:4, pages em1954.
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Li Ke & Christina V. Schwarz. (2020) Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches. Journal of Research in Science Teaching 58:3, pages 335-365.
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Djamel Houatis. (2021) Les connaissances des enseignants universitaires algériens sur la notion de modèle scientifique. ITM Web of Conferences 39, pages 02004.
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Djamel Houatis. (2021) Le concept de modèle scientifique: Vision des étudiants universitaires algériens. ITM Web of Conferences 39, pages 02002.
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Vesna Ferk Savec & Špela Hrast. 2021. Applying Bio-Measurements Methodologies in Science Education Research. Applying Bio-Measurements Methodologies in Science Education Research
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Sevda GÖKTEPE YILDIZ. (2020) Öğretmen adaylarının geometrik modelleme tasarımı sürecinden yansımalar: Tabanın mı yoksa yüksekliğin mi yarısı?Reflections from the pre-service teachers’ geometric modeling design process: Is it half the base or the height?. International Journal of Educational Studies in Mathematics 7:4, pages 250-270.
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Hakan Şevki AYVACI & Sinan BÜLBÜL. (2020) Ortaokul Öğrencilerinin Modelleme Becerilerinin Belirlenmesi. Cumhuriyet International Journal of Education 9:4, pages 1000-1028.
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Lucas Vasconcelos & ChanMin Kim. (2020) Preparing preservice teachers to use block-based coding in scientific modeling lessons. Instructional Science 48:6, pages 765-797.
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Lucas Vasconcelos & ChanMin Kim. (2019) Coding in scientific modeling lessons (CS-ModeL). Educational Technology Research and Development 68:3, pages 1247-1273.
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Faruk ŞİMŞEK & Ergin HAMZAOĞLU. (2020) Modellerle Zenginleştirilmiş Fen Öğretiminin Akademik Başarı, Kalıcılık ve Tutum Üzerine EtkisiThe Effects of Science Teaching Enriched with Models on Academic Achievement, Knowledge Retention and Attitudes Towards Science. Kastamonu Eğitim Dergisi 28:3, pages 1333-1344.
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Anja Lembens, Susanne Hammerschmid, Susanne Jaklin-Farcher, Christian Nosko & Katrin Reiter. (2019) Textbooks as source for conceptional confusion in teaching and learning ‘acids and bases’ in lower secondary school. Chemistry Teacher International 1:2.
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Show-Run Lee, Yu-Ling Lu & Chi-Jui Lien. (2019) STUDENTS’AND TEACHERS’ PERCEPTION OF SCIENTIFIC MODELS: TRANSITION FROM DAILY TO SCIENTIFIC LANGUAGE. Journal of Baltic Science Education 18:6, pages 892-906.
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Mei-Hung Chiu & Jing-Wen Lin. (2019) Modeling competence in science education. Disciplinary and Interdisciplinary Science Education Research 1:1.
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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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Julia Mierdel & Franz X. Bogner. (2019) Is creativity, hands-on modeling and cognitive learning gender-dependent?. Thinking Skills and Creativity 31, pages 91-102.
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Sabrina Mathesius & Moritz Krell. 2019. Towards a Competence-Based View on Models and Modeling in Science Education. Towards a Competence-Based View on Models and Modeling in Science Education
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Alison R. Miller & Kim A. Kastens. (2017) Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning. Journal of Research in Science Teaching 55:5, pages 641-663.
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Mustafa B. Aktan. (2016) PRE-SERVICE SCIENCE TEACHERS' PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS. Journal of Baltic Science Education 15:1, pages 7-17.
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