Citations (38)
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Rif’ati Dina Handayani & Triyanto. (2022) Seventh-grade students’ conceptions of climate change, global warming, and the greenhouse effect. Journal of Geoscience Education 70:4, pages 490-500.
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Nick Naujoks, Dietmar Gölitz, Christiane Tellesch-Bülow, Marion Händel & Jan Christoph Schubert. (2022) Students’ motivation during experimental activities: an empirical study with GeoBoxes in Germany. International Research in Geographical and Environmental Education 31:4, pages 320-336.
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Kristie S. Gutierrez, Margaret R. Blanchard & K. C. Busch. (2022) What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?. Environmental Education Research 28:7, pages 1043-1069.
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Antonio García Vinuesa, Serafino Afonso Rui Mucova, Ulisses M. Azeiteiro, Pablo Ángel Meira Cartea & Mario Pereira. (2022) Mozambican students’ knowledge and perceptions about climate change: an exploratory study in Pemba City. International Research in Geographical and Environmental Education 31:1, pages 5-21.
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Antonio García-Vinuesa, Sara Carvalho, Pablo Ángel Meira Cartea & Ulisses M. Azeiteiro. (2021) Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal. The Journal of Educational Research 114:4, pages 381-393.
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Tripp Shealy, Andrew Katz & Allison Godwin. (2021) Predicting engineering students’ desire to address climate change in their careers: an exploratory study using responses from a U.S. National survey. Environmental Education Research 27:7, pages 1054-1079.
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Rana Khalidi & John Ramsey. (2021) A comparison of California and Texas secondary science teachers’ perceptions of climate change. Environmental Education Research 27:5, pages 669-686.
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Danielle F. Lawson, Kathryn T. Stevenson, M. Nils Peterson, Sarah J. Carrier, Erin Seekamp & Renee Strnad. (2019) Evaluating climate change behaviors and concern in the family context. Environmental Education Research 25:5, pages 678-690.
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Sara E. Harris & Anne U. Gold. (2018) Learning molecular behaviour may improve student explanatory models of the greenhouse effect. Environmental Education Research 24:5, pages 754-771.
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Chew-Hung Chang, Liberty Pascua & Frances Ess. (2018) Closing the “Hole in the Sky”: The Use of Refutation-Oriented Instruction to Correct Students' Climate Change Misconceptions. Journal of Geography 117:1, pages 3-16.
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Raymond Anyanwu & Lesley Le Grange. (2017) The influence of teacher variables on climate change science literacy of Geography teachers in the Western Cape, South Africa. International Research in Geographical and Environmental Education 26:3, pages 193-206.
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Chew-Hung Chang & Liberty Pascua. (2016) Singapore students' misconceptions of climate change. International Research in Geographical and Environmental Education 25:1, pages 84-96.
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Emine Çil. (2015) Effect of Two-tier Diagnostic Tests on Promoting Learners’ Conceptual Understanding of Variables in Conducting Scientific Experiments. Applied Measurement in Education 28:4, pages 253-273.
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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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Jan Christoph Schubert. (2015) Causes, processes and consequences of “desertification”: Results of a qualitative study about the conceptions of 12- and 13-year-old students in Germany. International Research in Geographical and Environmental Education 24:2, pages 148-166.
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Adwin Bosschaart, Wilmad Kuiper & Joop van der Schee. (2015) Students' mental models with respect to flood risk in the Netherlands. International Research in Geographical and Environmental Education 24:2, pages 131-147.
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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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Sulaiman M. Al-Balushi & Shamsa S. Al-Aamri. (2014) The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and Environmental Education 23:3, pages 213-227.
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Fátima Viteri, Geraldine Clarebout & Marion Crauwels. (2014) Children’s recall and motivation for an environmental education video with supporting pedagogical materials. Environmental Education Research 20:2, pages 228-247.
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Sibylle Reinfried & Sebastian Tempelmann. (2014) The Impact of Secondary School Students' Preconceptions on the Evolution of their Mental Models of the Greenhouse effect and Global Warming. International Journal of Science Education 36:2, pages 304-333.
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Ali Günay Balım. (2013) The effect of mind-mapping applications on upper primary students’ success and inquiry-learning skills in science and environment education. International Research in Geographical and Environmental Education 22:4, pages 337-352.
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Péter Bagoly-Simó. (2013) Half-told stories of climate change: school geography and (un)sustainable development. Geography 98:3, pages 123-132.
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Hulusi Çokadar. (2013) Elementary science trainee teachers’ perceptions and conceptual models of the ozone layer. International Research in Geographical and Environmental Education 22:3, pages 259-274.
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Johanna Kranz, Martin Schwichow, Petra Breitenmoser & Kai Niebert. (2022) The (Un)political Perspective on Climate Change in Education—A Systematic Review. Sustainability 14:7, pages 4194.
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Frode Skarstein & Lili-Ann Wolff. (2020) An Issue of Scale: The Challenge of Time, Space and Multitude in Sustainability and Geography Education. Education Sciences 10:2, pages 28.
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Martin Dür & Lars Keller. (2019) Research Collaboration of Austrian and Indian Teenagers in the Context of Education for Sustainable Development. Sustainability 11:18, pages 5094.
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Catherine Broom. (2017) Exploring the Relations Between Childhood Experiences in Nature and Young Adults’ Environmental Attitudes and Behaviours. Australian Journal of Environmental Education 33:1, pages 34-47.
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S. Reinfried, S. Tempelmann & U. Aeschbacher. (2012) Addressing secondary school students' everyday ideas about freshwater springs in order to develop an instructional tool to promote conceptual reconstruction. Hydrology and Earth System Sciences 16:5, pages 1365-1377.
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S. Reinfried, S. Tempelmann & U. Aeschbacher. (2012) Addressing secondary students' naïve ideas about freshwater springs in order to develop an instructional tool to promote conceptual reconstruction. Hydrology and Earth System Sciences Discussions 9:2, pages 1589-1617.
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