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Rowan C. Martindale, Barbara Sofia Sulbaran Reyes, Sinjini Sinha & North Cooc. (2023) “Reef Survivor”: A new board game designed to teach college and university undergraduate students about reef ecology, evolution, and extinction. Journal of Geoscience Education 0:0, pages 1-20.
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B. F. van Heel, R. J. G. van den Born & M. N. C. Aarts. (2023) Everyday childhood nature experiences in an era of urbanisation: an analysis of Dutch children’s drawings of their favourite place to play outdoors. Children's Geographies 21:3, pages 378-393.
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Robson M. Araujo-Junior & Alec M. Bodzin. (2022) Effects of a place-based digital gameful learning experience on middle school students’ watershed literacy and attitudes about desktop virtual reality gameplay. Interactive Learning Environments 0:0, pages 1-19.
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Petr Trahorsch & Jan Daniel Bláha. (2022) The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions. Journal of Geography 121:3, pages 100-114.
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Kathrin Viehrig, Daniel Siegenthaler, Samuel Burri, Sibylle Reinfried, Sarah Bednarz, Marian Blankman, Terri Bourke, Clare Brooks, Philippe Hertig, Joseph Kerski, Thomas Kisser, Michael Solem, Joseph Stoltman, Yvonne Behnke, Rod Lane, Marco Lupatini, Nina Scholten, Alexander Siegmund & Sandra Sprenger. (2019) Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference. Journal of Geography in Higher Education 43:3, pages 299-322.
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Sirpa Kärkkäinen, Tuula Keinonen, Jari Kukkonen, Seija Juntunen & Ilkka Ratinen. (2017) The effects of socio-scientific issue based inquiry learning on pupils’ representations of landscape. Environmental Education Research 23:8, pages 1072-1087.
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Lisbeth Åberg-Bengtsson, Dennis Beach & Agneta Ljung-Djärf. (2017) Young primary students making sense of text and illustrations about how refuse can become soil. Environmental Education Research 23:8, pages 1150-1168.
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Laura Zangori, Tina Vo, Cory T. Forbes & Christina V. Schwarz. (2017) Supporting 3rd-grade students model-based explanations about groundwater: a quasi-experimental study of a curricular intervention. International Journal of Science Education 39:11, pages 1421-1442.
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Steven Rhoden, Philippa Hunter-Jones & Amanda Miller. (2016) Tourism experiences through the eyes of a child. Annals of Leisure Research 19:4, pages 424-443.
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Jane Dove. (2016) Reasons for misconceptions in physical geography. Geography 101:1, pages 47-53.
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Sibylle Reinfried, Urs Aeschbacher, Peter M. Kienzler & Sebastian Tempelmann. (2015) The model of educational reconstruction – a powerful strategy to teach for conceptual development in physical geography: the case of water springs. International Research in Geographical and Environmental Education 24:3, pages 237-257.
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Rod Lane. (2015) Experienced geography teachers’ PCK of students’ ideas and beliefs about learning and teaching. International Research in Geographical and Environmental Education 24:1, pages 43-57.
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Jari Ensio Kukkonen, Sirpa Kärkkäinen, Patrick Dillon & Tuula Keinonen. (2014) The Effects of Scaffolded Simulation-Based Inquiry Learning on Fifth-Graders' Representations of the Greenhouse Effect. International Journal of Science Education 36:3, pages 406-424.
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Pipini Eleftheriou, Anastasia G. Stamou, Anastasia Alevriadou & Eleni Tsakiridou. (2013) A comparative study of representations about disability in primary school children's drawings: a sociosemiotic approach. Social Semiotics 23:5, pages 663-674.
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António Monteiro, Clévio Nóbrega, Isabel Abrantes & Celeste Gomes. (2012) Diagnosing Portuguese Students' Misconceptions about the Mineral Concept. International Journal of Science Education 34:17, pages 2705-2726.
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Rod Lane & Pamela Coutts. (2012) Students’ alternative conceptions of tropical cyclone causes and processes. International Research in Geographical and Environmental Education 21:3, pages 205-222.
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Patricia Martínez, Brenda Bannan & Anastasia Kitsantas. (2012) Bilingual Students' Ideas and Conceptual Change About Slow Geomorphological Changes Caused by Water. Journal of Geoscience Education 60:1, pages 54-66.
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Kerry L. Schwartz, Holly Thomas-Hilburn & Arin Haverland. (2011) Grounding Water: Building Conceptual Understanding through Multimodal Assessment. Journal of Geoscience Education 59:3, pages 139-150.
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Julie Libarkin & Alison Stokes. (2011) The moon has no gravity: examples of idea-mixing in explanations of physical processes. Planet 24:1, pages 50-54.
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Yong Jae Joung & Richard Gunstone. (2010) Children’s Typically‐Perceived‐Situations of Force and No Force in the Context of Australia and Korea. International Journal of Science Education 32:12, pages 1595-1615.
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DanielP. Shepardson, Bryan Wee, Michelle Priddy, Lauren Schellenberger & Jon Harbor. (2009) Water Transformation and Storage in the Mountains and at the Coast: Midwest students’ disconnected conceptions of the hydrologic cycle. International Journal of Science Education 31:11, pages 1447-1471.
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Barbara O'Byrne. (2009) Knowing More than Words Can Say: Using multimodal assessment tools to excavate and construct knowledge about wolves. International Journal of Science Education 31:4, pages 523-539.
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