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D. McGregor, D. Baskerville, D. Anderson & A. Duggan. (2019) Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England. International Journal of Science Education, Part B 9:2, pages 171-194.
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Jakob Gyllenpalm & Per‐Olof Wickman. (2011) The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education. International Journal of Science Education 33:14, pages 1993-2015.
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Francisco Pozuelos, Gabriel Travé González & Pedro Cañal de León. (2010) Inquiry‐based teaching: teachers’ conceptions, impediments and support. Teaching Education 21:2, pages 131-142.
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Nam-Hwa Kang, MaryKay Orgill & Kent J. Crippen. (2008) Understanding Teachers’ Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument. Journal of Science Teacher Education 19:4, pages 337-354.
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Articles from other publishers (7)
Joaquin Jimenez‐Martinez. (2023) From the Mental to the Conceptual Model: The Challenge of Teaching Hydrogeology in the Field. Groundwater 61:6, pages 768-771.
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Jerine M. Pegg, Dawn Wiseman, Carol A. M. Brown & Marie-Claire Shanahan. 2019. Science Education in Canada. Science Education in Canada
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Chew-Leng Poon, Yew-Jin Lee, Aik-Ling Tan & Shirley S. L. Lim. (2010) Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers. Research in Science Education 42:2, pages 303-327.
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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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Nicole J. Glen & Sharon Dotger. (2009) Elementary teachers’ use of language to label and interpret science concepts. Journal of Elementary Science Education 21:4, pages 71-83.
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Michael B. Medland. (2006) Tools for Knowledge Analysis, Synthesis, and Sharing. Journal of Science Education and Technology 16:2, pages 119-153.
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Christine Chin & Li-Gek Chia. (2006) Problem-based learning: Using ill-structured problems in biology project work. Science Education 90:1, pages 44-67.
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