Citations (20)
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Helen Georgiou. (2023) Preservice Teachers’ Views of the “Social Embeddedness” Tenet of the Nature of Science: A New Method of Analysis. Journal of Science Teacher Education 34:3, pages 248-266.
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Beni Mbwile, Celestin Ntivuguruzwa & K. K. Mashood. (2023) Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania. African Journal of Research in Mathematics, Science and Technology Education 27:1, pages 36-46.
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Nicky Wolmarans. (2022) Recontextualising professional knowledge: a view on ‘practical knowledge’. Teaching in Higher Education 27:8, pages 1042-1057.
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Marcin Boryczko. (2022) Critical thinking in social work education. A case study of knowledge practices in students’ reflective writings using semantic gravity profiling. Social Work Education 41:3, pages 317-332.
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Christine M. Steenkamp, Ilse Rootman-le Grange & Kristian K. Müller-Nedebock. (2021) Analysing assessments in introductory physics using semantic gravity: refocussing on core concepts and context-dependence. Teaching in Higher Education 26:6, pages 871-886.
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Ana M. Morais & Isabel P. Neves. (2018) The quest for high-level knowledge in schools: revisiting the concepts of classification and framing. British Journal of Sociology of Education 39:3, pages 261-282.
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Jesper Haglund, Emil Melander, Matthias Weiszflog & Staffan Andersson. (2017) University physics students’ ideas of thermal radiation expressed in open laboratory activities using infrared cameras. Research in Science & Technological Education 35:3, pages 349-367.
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Jerine Pegg, Dawn Wiseman & Carol Brown. (2015) Conversations About Science Education: A Retrospective of Science Education Research in CJSMTE. Canadian Journal of Science, Mathematics and Technology Education 15:4, pages 364-386.
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Articles from other publishers (12)
Yew-Jin Lee & Dongsheng Wan. (2020) How Complex or Abstract Are Science Learning Outcomes? A Novel Coding Scheme Based on Semantic Density and Gravity. Research in Science Education 52:2, pages 493-509.
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Astrid Johansen & Berit Bungum. (2022) Elevator speech: Students’ discussions of forces and acceleration by means of a scale in an elevator. LUMAT: International Journal on Math, Science and Technology Education 10:1.
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Philippa B. Cranwell & Karin L. Whiteside. (2020)
Investigation into the Semantic Density and Semantic Gravity Wave Profile of Teachers When Discussing Electrophilic Aromatic Substitution (S
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Mark Brooke. (2020) Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy. Australian Review of Applied Linguistics 43:3, pages 228-246.
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Helen Georgiou. (2020) Characterising Communication of Scientific Concepts in Student-Generated Digital Products. Education Sciences 10:1, pages 18.
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Karin Elizabeth Wolff, Christie Dorfling & Guven Akdogan. (2018) Shifting disciplinary perspectives and perceptions of chemical engineering work in the 21st century. Education for Chemical Engineers 24, pages 43-51.
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Margreth Tadie, Robert Pott, Neill Goosen, Petrie Van Wyk & Karin Elizabeth Wolff. (2018) Expanding 1st year problem-solving skills through unit conversions and estimations. Expanding 1st year problem-solving skills through unit conversions and estimations.
Jodie L. Martin. (2017) Writing about music: The selection and arrangement of notation in jazz students’ written texts. British Journal of Music Education 35:1, pages 73-89.
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Chris Davison & Sue Ollerhead. 2018. Global Developments in Literacy Research for Science Education. Global Developments in Literacy Research for Science Education
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Emil Melander, Jesper Haglund, Matthias Weiszflog & Staffan Andersson. (2016) More than Meets the Eye – Infrared Cameras in Open-Ended University Thermodynamics Labs. The Physics Teacher 54:9, pages 528-531.
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Nicky Wolmarans. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledge. Design Studies 45, pages 92-115.
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Margaret A. L. Blackie. (2014) Creating semantic waves: using Legitimation Code Theory as a tool to aid the teaching of chemistry. Chem. Educ. Res. Pract. 15:4, pages 462-469.
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