Karolina Matejak Cvenic, Lana Ivanjek, Maja Planinic, Katarina Jelicic, Ana Susac, Martin Hopf & Mateja Cindric Brkic. (2023) Probing high school students’ understanding of interference and diffraction of light using standard wave optics experiments. Physical Review Physics Education Research 19:2.
Crossref
Bjarne Bartlett, Monica Stitt‐Bergh, Michael Kantar & Jon‐Paul Bingham. (2023) A data science practicum to introduce undergraduate students to bioinformatics for research. Biochemistry and Molecular Biology Education.
Crossref
Lorna Uden, Fauziah Sulaiman, Gregory S. Ching & Jeffry Juan RosalesJr.Jr.. (2023) Integrated science, technology, engineering, and mathematics project-based learning for physics learning from neuroscience perspectives. Frontiers in Psychology 14.
Crossref
Xi Lin, Lingfei Luan & Yan Dai. (2023) Exploring Chinese STEM college students’ expectations of effective online courses. International Journal of Chinese Education 12:2.
Crossref
Eric Brewe, Eugenia Etkina & Knut Neumann. 2023. The International Handbook of Physics Education Research: Teaching Physics. The International Handbook of Physics Education Research: Teaching Physics
8-1
8-28
.
Minchul Kim, Yongwook Cheong & Jinwoong Song. 2023. The International Handbook of Physics Education Research: Special Topics. The International Handbook of Physics Education Research: Special Topics
19-1
19-22
.
Gábor Á. Zemplén. 2023. The International Handbook of Physics Education Research: Special Topics. The International Handbook of Physics Education Research: Special Topics
11-1
11-30
.
Lama Z. Jaber, Leslie Atkins, Andrew Elby & Enrique Suárez. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics
14-1
14-26
.
Tamer G. Amin, Mariana Levin & Olivia Levrini. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics
11-1
11-30
.
Eric Kuo. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics
10-1
10-26
.
Fauziah Sulaiman, Jeffry Juan Rosales, JR. & Lee Jae Kyung. (2023) THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS’ INTEREST, SENSE-MAKING AND EFFORT. Journal of Baltic Science Education 22:1, pages 113-129.
Crossref
Yangqiuting Li & Chandralekha Singh. (2022) Inclusive learning environments can improve student learning and motivational beliefs. Physical Review Physics Education Research 18:2.
Crossref
Sarah McGregor & Jacob Pleasants. (2022) Re-sequencing optics instruction to first build conceptual understanding in introductory courses. Re-sequencing optics instruction to first build conceptual understanding in introductory courses.
Sarah L McGregor & Jacob Pleasants. (2022) Shedding light on boundaries: re-sequencing Snell’s law instruction to first build conceptual understanding. Physics Education 57:5, pages 055018.
Crossref
Simon Goorney, Caterina Foti, Lorenzo Santi, Jacob Sherson, Jorge Yago Malo & Maria Luisa Chiofalo. (2022) Culturo-Scientific Storytelling. Education Sciences 12:7, pages 474.
Crossref
Amy D. Robertson, Lauren C. Bauman, Yohannes M. Abraham, Brynna Hansen, Hung Tran & Lisa M. Goodhew. (2022) Resources-oriented instruction: What does it mean, and what might it look like?. American Journal of Physics 90:7, pages 529-537.
Crossref
Yangqiuting Li & Chandralekha Singh. (2022) Do female and male students’ physics motivational beliefs change in a two-semester introductory physics course sequence?. Physical Review Physics Education Research 18:1.
Crossref
Vanessa R. Ralph, Leah J. Scharlott, Cara E. Schwarz, Nicole M. Becker & Ryan L. Stowe. (2022) Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena. Journal of Research in Science Teaching 59:5, pages 841-875.
Crossref
Ramón Abancin Ospina. (2022) Profesión de matemática: Aproximación conceptual a través de sus quehaceres. Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0 26:1, pages 361-388.
Crossref
Clarissa Keen & Hannah Sevian. (2022) Qualifying domains of student struggle in undergraduate general chemistry laboratory. Chemistry Education Research and Practice 23:1, pages 12-37.
Crossref
Sophie L. Kuchynka, Asia Eaton & Luis M. Rivera. (2022) Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education. Social Issues and Policy Review 16:1, pages 252-288.
Crossref
Hanqing Tao, Guanqi Zhu, Tong Xu, Qi Liu & Enhong Chen. 2022. Natural Language Processing and Chinese Computing. Natural Language Processing and Chinese Computing
593
605
.
Emily Marshman & Chandralekha Singh. 2022. Physics Teacher Education. Physics Teacher Education
15
35
.
Sophie Kuchynka, Tina V. Reifsteck, Alexander E. Gates & Luis M. Rivera. (2021) Developing Self-Efficacy and Behavioral Intentions Among Underrepresented Students in STEM: The Role of Active Learning. Frontiers in Education 6.
Crossref
Yangqiuting Li & Chandralekha Singh. (2021) Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses. Physical Review Physics Education Research 17:1.
Crossref
Pasquale Onorato, Massimiliano Malgieri, Marta Polesello, Alessandro Salmoiraghi & Stefano Oss. (2021) A sequence of experiments and models to grasp the strange nature of light. Journal of Physics: Conference Series 1929:1, pages 012056.
Crossref
Sevda Yerdelen-Damar & Ali Eryılmaz. (2019) Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition. Research in Science Education 51:2, pages 547-575.
Crossref
Amy D. Robertson, Lisa M. Goodhew, Rachel E. Scherr & Paula R. L. Heron. (2021) University student conceptual resources for understanding forces. Physical Review Physics Education Research 17:1.
Crossref
Michael M. Hull & Martin Hopf. 2021. Physics Education. Physics Education
383
411
.
Gordon F. Custer, Linda T. A. van Diepen & Janel Seeley. (2021) Student perceptions towards introductory lessons in R. Natural Sciences Education 50:2.
Crossref
Danielle B. Harlow, Valerie K. Otero, Anne E. Leak, Steve Robinson, Edward Price & Fred Goldberg. (2020) Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development. Physical Review Physics Education Research 16:2.
Crossref
Andrew Elby & Sevda Yerdelen-Damar. (2020) Rethinking the relationship between instructors and physics education researchers. Physical Review Physics Education Research 16:2.
Crossref
Drew J. Rosen & Angela M. Kelly. (2020) Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories. Physical Review Physics Education Research 16:2.
Crossref
Eric Kuo, Michael M. Hull, Andrew Elby & Ayush Gupta. (2020) Assessing mathematical sensemaking in physics through calculation-concept crossover. Physical Review Physics Education Research 16:2.
Crossref
Emily Marshman, Seth DeVore & Chandralekha Singh. (2020) Holistic framework to help students learn effectively from research-validated self-paced learning tools. Physical Review Physics Education Research 16:2.
Crossref
Kelli Shar, Rosemary S. Russ & James T. Laverty. (2020) Student epistemological framing on paper-based assessments. Physical Review Physics Education Research 16:2.
Crossref
Elias Euler, Bor Gregorcic & Cedric Linder. (2020) Variation theory as a lens for interpreting and guiding physics students’ use of digital learning environments. European Journal of Physics 41:4, pages 045705.
Crossref
A. J. Richards, Darrick C. Jones & Eugenia Etkina. (2018) How Students Combine Resources to Make Conceptual Breakthroughs. Research in Science Education 50:3, pages 1119-1141.
Crossref
K Kaewkhong. (2020) Thai pre-service physics teachers’ understanding of seeing an object. Journal of Physics: Conference Series 1512:1, pages 012015.
Crossref
Leelakrishna Reddy. (2020) An Evaluation of Undergraduate South African Physics Students’ Epistemological Beliefs When Solving Physics Problems. EURASIA Journal of Mathematics, Science and Technology Education 16:5.
Crossref
Siera M. Stoen, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes & Michael J. Cahill. (2020) Force Concept Inventory: More than just conceptual understanding. Physical Review Physics Education Research 16:1.
Crossref
Amogh Sirnoorkar, Anwesh Mazumdar & Arvind Kumar. (2020) Towards a content-based epistemic measure in physics. Physical Review Physics Education Research 16:1.
Crossref
Erol Süzük. (2019) FEN BİLİMLERİ MOTİVASYON ÖLÇEĞİ II’NİN TÜRKÇE’YE VE FİZİĞE UYARLANMASI: FİZİK MOTİVASYON ÖLÇEĞİADAPTATION OF SCIENCE MOTIVATION QUESTIONNAIRE II (SMQ-II) TO THE TURKISH LANGUAGE AND PHYSICS: PHYSICS MOTIVATION SCALE. Anadolu Öğretmen Dergisi 3:2, pages 126-141.
Crossref
Benjamin W. Dreyfus, Jessica R. Hoehn, Andrew Elby, Noah D. Finkelstein & Ayush Gupta. (2019) Splits in students’ beliefs about learning classical and quantum physics. International Journal of STEM Education 6:1.
Crossref
Hsiao‐Ching She, Huann‐shyang Lin & Li‐Yu Huang. (2019) Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy. Journal of Research in Science Teaching 56:10, pages 1309-1340.
Crossref
Suliyanah, N Suprapto, H Mubarok, A S Adam & T Sunarti. (2019) Epistemological Belief of Physics Students in Finishing Thesis: The Preparation of Being Participatory Action Research. Journal of Physics: Conference Series 1351:1, pages 012061.
Crossref
Ryan L. Stowe & Melanie M. Cooper. (2019) Arguing from Spectroscopic Evidence. Journal of Chemical Education 96:10, pages 2072-2085.
Crossref
Z. Yasemin Kalender, Emily Marshman, Christian D. Schunn, Timothy J. Nokes-Malach & Chandralekha Singh. (2019) Gendered patterns in the construction of physics identity from motivational factors. Physical Review Physics Education Research 15:2.
Crossref
Brian A. Danielak. (2019) Deprecating Misconceptions through Context-Dependent Accounts of Productive Knowledge. Deprecating Misconceptions through Context-Dependent Accounts of Productive Knowledge.
Ryan L. Stowe, Deborah G. Herrington, Robert L. McKay & Melanie M. Cooper. (2019) The Impact of Core-Idea Centered Instruction on High School Students’ Understanding of Structure–Property Relationships. Journal of Chemical Education 96:7, pages 1327-1340.
Crossref
Ryan L. Stowe, Deborah G. Herrington, Robert L. McKay & Melanie M. Cooper. (2019) Adapting a Core-Idea Centered Undergraduate General Chemistry Curriculum for Use in High School. Journal of Chemical Education 96:7, pages 1318-1326.
Crossref
Mon‐Lin Monica Ko & Christina Krist. (2019) Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching. Science Education 103:4, pages 979-1010.
Crossref
Maison Maison, Syahrial, Syamsurizal & Tanti. (2019) LEARNING ENVIRONMENT, STUDENTS’ BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING. Journal of Baltic Science Education 18:3, pages 389-403.
Crossref
B Uzpen, A K Houseal, T F Slater & E B Nuhfer. (2019) Scientific and quantitative literacy: a comparative study between STEM and non-STEM undergraduates taking physics. European Journal of Physics 40:3, pages 035701.
Crossref
Brian Faulkner, Katherine Earl & Geoffrey Herman. (2019) Mathematical Maturity for Engineering Students. International Journal of Research in Undergraduate Mathematics Education 5:1, pages 97-128.
Crossref
Katherine Lazenby, Charlie A. Rupp, Alexandra Brandriet, Kathryn Mauger-Sonnek & Nicole M. Becker. (2019) Undergraduate Chemistry Students’ Conceptualization of Models in General Chemistry. Journal of Chemical Education 96:3, pages 455-468.
Crossref
Yong Wook Cheong, Sangwoo Ha, Taejin Byun & Gyoungho Lee. (2019) Two patterns of student reasoning in problem solving concerning frictional force. Physics Education 54:2, pages 025009.
Crossref
David Woitkowski & Nora Leonie Wurmbach. (2019) Assessing German professors’ views of nature of science. Physical Review Physics Education Research 15:1.
Crossref
Julia Gouvea, Vashti Sawtelle & Abhilash Nair. (2019) Epistemological progress in physics and its impact on biology. Physical Review Physics Education Research 15:1.
Crossref
Luchang Chen, Shaorui Xu, Hua Xiao & Shaona Zhou. (2019) Variations in students’ epistemological beliefs towards physics learning across majors, genders, and university tiers. Physical Review Physics Education Research 15:1.
Crossref
Susan De La Paz & Daniel M. Levin. (2017) Beyond “They Cited the Text”: Middle School Students and Teachers’ Written Critiques of Scientific Conclusions. Research in Science Education 48:6, pages 1433-1459.
Crossref
Dušica D. Rodić. (2018) BEST PRACTICES OF ASSESSMENT AS A WAY TO PROMOTE EFFECTIVE LEARNING. Journal of Baltic Science Education 17:5, pages 748-750.
Crossref
Tariq Elyas & Abdullah Ahmed Al-Ghamdi. 2018. Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform. Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
241
276
.
Américo Cuchillo Flórez. (2018) Mechanical mass separator: an integrating approach in teaching Mechanics for Engineering and Physics majors. Journal of Physics: Conference Series 1043, pages 012055.
Crossref
Ayush Gupta, Andrew Elby & Brian A. Danielak. (2018) Exploring the entanglement of personal epistemologies and emotions in students’ thinking. Physical Review Physics Education Research 14:1.
Crossref
Emily MarshmanZeynep Y. KalenderChristian SchunnTimothy Nokes-MalachChandralekha Singh. (2018) A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences. Canadian Journal of Physics 96:4, pages 391-405.
Crossref
Emily MarshmanRyan SayerCharles HendersonEdit YerushalmiChandralekha Singh. (2018) The challenges of changing teaching assistants’ grading practices: Requiring students to show evidence of understanding. Canadian Journal of Physics 96:4, pages 420-437.
Crossref
Dehui Hu & Benjamin M. Zwickl. (2018) Examining students’ views about validity of experiments: From introductory to Ph.D. students. Physical Review Physics Education Research 14:1.
Crossref
Emily Megan Marshman, Seth DeVore & Chandralekha Singh. (2018) Challenge of Helping Introductory Physics Students Transfer Their Learning by Engaging with a Self-Paced Learning Tutorial. Frontiers in ICT 5.
Crossref
Bethany R. Wilcox & H. J. Lewandowski. (2018) A summary of research-based assessment of students' beliefs about the nature of experimental physics. American Journal of Physics 86:3, pages 212-219.
Crossref
Keith Johnson & Shannon Willoughby. (2018) Changing epistemological beliefs with nature of science implementations. Physical Review Physics Education Research 14:1.
Crossref
Michael J. Cahill, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes, Michelle Repice, Jiuqing Zhao & Rebecca Trousil. (2018) Understanding the relationship between student attitudes and student learning. Physical Review Physics Education Research 14:1.
Crossref
Andreas Madlung. (2018) Assessing an effective undergraduate module teaching applied bioinformatics to biology students. PLOS Computational Biology 14:1, pages e1005872.
Crossref
María B. García, Silvia Vilanova & Sofía Sol Martín. 2018. Teaching Science with Context. Teaching Science with Context
85
98
.
Randy Yerrick, Michael Radosta & Kelsey Greene. 2018. Cognition, Metacognition, and Culture in STEM Education. Cognition, Metacognition, and Culture in STEM Education
117
138
.
Calvin S. KalmanCalvin S. Kalman. 2018. Successful Science and Engineering Teaching. Successful Science and Engineering Teaching
91
109
.
Benjamin W. Dreyfus, Andrew Elby, Ayush Gupta & Erin Ronayne Sohr. (2017) Mathematical sense-making in quantum mechanics: An initial peek. Physical Review Physics Education Research 13:2.
Crossref
Muhammet Mustafa Alpaslan, Bugrahan Yalvac & Cathleen Loving. (2017) High School Physics Students’ Personal Epistemologies and School Science Practice. Science & Education 26:7-9, pages 841-865.
Crossref
Beverly Ma, Jacqueline Doyle, Jacqueline Rohde, Hank Boone, Allison Godwin, Geoff Potvin, Lisa Benson & Adam Kirn. (2017) Understanding the pathways of students with normative attitudes in engineering. Understanding the pathways of students with normative attitudes in engineering.
Lacy M. Cleveland, Jeffrey T. Olimpo & Sue Ellen DeChenne-Peters. (2017) Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments. CBE—Life Sciences Education 16:2, pages ar19.
Crossref
Seth DeVore, Emily Marshman & Chandralekha Singh. (2017) Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics. Physical Review Physics Education Research 13:1.
Crossref
Vesal Dini & David Hammer. (2017) Case study of a successful learner’s epistemological framings of quantum mechanics. Physical Review Physics Education Research 13:1.
Crossref
Emily Marshman, Ryan Sayer, Charles Henderson & Chandralekha Singh. (2017) Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants. Physical Review Physics Education Research 13:1.
Crossref
Emily Marshman & Chandralekha Singh. (2017) Investigating and improving student understanding of quantum mechanics in the context of single photon interference. Physical Review Physics Education Research 13:1.
Crossref
Katarina Jelicic, Maja Planinic & Gorazd Planinsic. (2017) Analyzing high school students’ reasoning about electromagnetic induction. Physical Review Physics Education Research 13:1.
Crossref
Ping Zhang, Lin Ding & Eric Mazur. (2017) Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs. Physical Review Physics Education Research 13:1.
Crossref
Ping Zhang, Lin Ding & Eric Mazur. (2017) Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs. Physical Review Physics Education Research 113:1.
Crossref
Amogh Sirnoorkar, Anwesh Mazumdar & Arvind Kumar. (2017) Students’ epistemic understanding of mathematical derivations in physics. European Journal of Physics 38:1, pages 015703.
Crossref
Gili Marbach-Ad & Carly Hunt Rietschel. (2016) A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching. CBE—Life Sciences Education 15:4, pages ar62.
Crossref
Paul W. Irving & Eleanor C. Sayre. (2016) Identity statuses in upper-division physics students. Cultural Studies of Science Education 11:4, pages 1155-1200.
Crossref
Zhi Hong Wan & Siu Ling Wong. (2017) Views from the Chalkface. Science & Education 25:9-10, pages 1089-1114.
Crossref
Gina M. Quan & Andrew Elby. (2016) Connecting self-efficacy and views about the nature of science in undergraduate research experiences. Physical Review Physics Education Research 12:2.
Crossref
Lin Ding & Ping Zhang. (2016) Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers. Physical Review Physics Education Research 12:2.
Crossref
Massimiliano Malgieri, Pasquale Onorato, Anna Valentini & Anna De Ambrosis. (2016) Improving the connection between the microscopic and macroscopic approaches to thermodynamics in high school. Physics Education 51:6, pages 065010.
Crossref
Nathan J. McNeill, Elliot P. Douglas, Mirka Koro‐Ljungberg, David J. Therriault & Ilana Krause. (2016) Undergraduate Students' Beliefs about Engineering Problem Solving. Journal of Engineering Education 105:4, pages 560-584.
Crossref
Yong Wook Cheong. (2016) An Analysis of the Ontological Causal Relation in Physics and Its Educational Implications. Science & Education 25:5-6, pages 611-628.
Crossref
Vashti Sawtelle & Chandra Turpen. (2016) Leveraging a relationship with biology to expand a relationship with physics. Physical Review Physics Education Research 12:1.
Crossref
William A. Sandoval, Jeffrey A. Greene & Ivar Bråten. (2016) Understanding and Promoting Thinking About Knowledge. Review of Research in Education 40:1, pages 457-496.
Crossref
Fernando Garelli, Silvina Cordero & Ana Dumrauf. (2016) Relato autobiográfico para la enseñanza de la Naturaleza de la Ciencia: aproximación a la ciencia auténtica a partir de una investigación sobre el dengue. Ciência & Educação (Bauru) 22:1, pages 183-199.
Crossref
Bethany R. Wilcox & H. J. Lewandowski. (2016) Students’ epistemologies about experimental physics: Validating the Colorado Learning Attitudes about Science Survey for experimental physics. Physical Review Physics Education Research 12:1.
Crossref
Sungmin Im & Inwhan Kim. (2016) Effect of Motivational Belief about Learning Science and Self-Directed Learning Ability on Middle School Students' Conceptual Understanding of Matter Change. Journal of The Korean Association For Science Education 36:1, pages 125-134.
Crossref
Sevda Yerdelen-Damar & Andrew Elby. (2016) Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics?. Physical Review Physics Education Research 12:1.
Crossref
Michael M. Hull, Beth A. Lindsey, Matthew Archambault, Kathleen Davey & Amy Y. Liu. (2016) Unexpected attitudinal growth in a course combining reformed curricula. Physical Review Physics Education Research 12:1.
Crossref
Christopher W. Shubert & Dawn C. Meredith. (2015) Stimulated recall interviews for describing pragmatic epistemology. Physical Review Special Topics - Physics Education Research 11:2.
Crossref
Calvin S. Kalman, Mandana Sobhanzadeh, Robert Thompson, Ahmed Ibrahim & Xihui Wang. (2015) Combination of interventions can change students’ epistemological beliefs. Physical Review Special Topics - Physics Education Research 11:2.
Crossref
Emily Marshman & Chandralekha Singh. (2015) Framework for understanding the patterns of student difficulties in quantum mechanics. Physical Review Special Topics - Physics Education Research 11:2.
Crossref
Chandralekha Singh & Emily Marshman. (2015) Review of student difficulties in upper-level quantum mechanics. Physical Review Special Topics - Physics Education Research 11:2.
Crossref
Ricardo Karam & Olaf Krey. (2015) Quod erat demonstrandum: Understanding and Explaining Equations in Physics Teacher Education. Science & Education 24:5-6, pages 661-698.
Crossref
Kongju Mun, Jiyeong Mun, Seunghee Shin & Sung-Won Kim. (2014) Development and Application of High School Students' Physics Self-Efficacy. Journal of The Korean Association For Research In Science Education 34:7, pages 693-701.
Crossref
Jennifer L. Docktor & José P. Mestre. (2014) Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research 10:2.
Crossref
Vicente Talanquer. (2014) DBER and STEM education reform: Are we up to the challenge?. Journal of Research in Science Teaching 51:6, pages 809-819.
Crossref
David E. Brown. (2013) Students’ Conceptions as Dynamically Emergent Structures. Science & Education 23:7, pages 1463-1483.
Crossref
Malin J. Hansen & Gülnur Birol. (2014) Longitudinal Study of Student Attitudes in a Biology Program. CBE—Life Sciences Education 13:2, pages 331-337.
Crossref
Benjamin M. Zwickl, Takako Hirokawa, Noah Finkelstein & H. J. Lewandowski. (2014) Epistemology and expectations survey about experimental physics: Development and initial results. Physical Review Special Topics - Physics Education Research 10:1.
Crossref
Benjamin W. Dreyfus, Vashti Sawtelle, Chandra Turpen, Julia Gouvea & Edward F. Redish. (2014) Students’ reasoning about “high-energy bonds” and ATP: A vision of interdisciplinary education. Physical Review Special Topics - Physics Education Research 10:1.
Crossref
CRISTINA SIN. (2014) Epistemology, Sociology, and Learning and Teaching in Physics. Science Education 98:2, pages 342-365.
Crossref
Nicola Pizzolato, Claudio Fazio, Rosa Maria Sperandeo Mineo & Dominique Persano Adorno. (2014) Open-inquiry driven overcoming of epistemological difficulties in engineering undergraduates: A case study in the context of thermal science. Physical Review Special Topics - Physics Education Research 10:1.
Crossref
Amy D. Robertson & Peter S. Shaffer. (2014) “Combustion always produces carbon dioxide and water”: a discussion of university chemistry students' use of rules in place of principles. Chem. Educ. Res. Pract. 15:4, pages 763-776.
Crossref
James M. Nyachwaya, Abdi-Rizak M. Warfa, Gillian H. Roehrig & Jamie L. Schneider. (2014) College chemistry students' use of memorized algorithms in chemical reactions. Chem. Educ. Res. Pract. 15:1, pages 81-93.
Crossref
Brian A. Danielak, Ayush Gupta & Andrew Elby. (2014) Marginalized Identities of Sense-Makers: Reframing Engineering Student Retention. Journal of Engineering Education 103:1, pages 8-44.
Crossref
Lei Liu, Aaron Rogat & Maria Bertling. (2014)
A
CBAL
™ SCIENCE MODEL OF COGNITION: DEVELOPING A COMPETENCY MODEL AND LEARNING PROGRESSIONS TO SUPPORT ASSESSMENT DEVELOPMENT
. ETS Research Report Series 2013:2.
Crossref
Brian Frank, Renee Michelle Goertzen & Paul Hutchison. (2013) The Pedagogical Value of “Obvious” Questions in Introductory Physics. The Physics Teacher 51:8, pages 487-490.
Crossref
Allison Elliott Tew & Brian Dorn. (2013) The Case for Validated Tools in Computer Science Education Research. Computer 46:9, pages 60-66.
Crossref
Richard Steinberg & Sebastien Cormier. (2013) Understanding and affecting science teacher candidates’ scientific reasoning in introductory astrophysics. Physical Review Special Topics - Physics Education Research 9:2.
Crossref
Lin Ding, Ruth Chabay & Bruce Sherwood. (2013) How do students in an innovative principle-based mechanics course understand energy concepts?. Journal of Research in Science Teaching 50:6, pages 722-747.
Crossref
Jessica Watkins & Andrew Elby. (2013) Context Dependence of Students’ Views about the Role of Equations in Understanding Biology. CBE—Life Sciences Education 12:2, pages 274-286.
Crossref
Jennifer Momsen, Erika Offerdahl, Mila Kryjevskaia, Lisa Montplaisir, Elizabeth Anderson & Nate Grosz. (2013) Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses. CBE—Life Sciences Education 12:2, pages 239-249.
Crossref
Ana Raquel Pereira de Ataíde & Ileana Maria Greca. (2012) Epistemic Views of the Relationship Between Physics and Mathematics: Its Influence on the Approach of Undergraduate Students to Problem Solving. Science & Education 22:6, pages 1405-1421.
Crossref
Jennifer L. Eastwood, Troy D. Sadler, Robert D. Sherwood & Whitney M. Schlegel. (2012) Students’ Participation in an Interdisciplinary, Socioscientific Issues Based Undergraduate Human Biology Major and Their Understanding of Scientific Inquiry. Research in Science Education 43:3, pages 1051-1078.
Crossref
Seon-A Jo & Hunsik Kang. (2013) Analyses of Elementary Science-gifted Students' Epistemological Beliefs about Science Through Use of Anomalous Situations. Journal of The Korean Association For Research In Science Education 33:2, pages 328-344.
Crossref
Jon D. H. Gaffney. (2013) Education majors’ expectations and reported experiences with inquiry-based physics: Implications for student affect. Physical Review Special Topics - Physics Education Research 9:1.
Crossref
Ping Zhang & Lin Ding. (2013) Large-scale survey of Chinese precollege students’ epistemological beliefs about physics: A progression or a regression?. Physical Review Special Topics - Physics Education Research 9:1.
Crossref
MUSTAFA SAMI TOPCU. (2012) PRESERVICE TEACHERS’ EPISTEMOLOGICAL BELIEFS IN PHYSICS, CHEMISTRY, AND BIOLOGY: A MIXED STUDY. International Journal of Science and Mathematics Education 11:2, pages 433-458.
Crossref
강유진 & 김지나. (2013) Comparison Engineering Students' Beliefs with Professors' Expectations about the Cognitive Beliefs and the Motivational Beliefs in Learning Physics. Journal of Engineering Education Research 16:2, pages 50-57.
Crossref
Hun-Sik Kang & Hae-Jeong Jang. (2012) Analyses of Elementary School Students' Epistemological Beliefs Through Investigation of Their Coping Strategy Types for Anomalous Situations in Science Classes. Journal of The Korean Association For Science Education 32:7, pages 1087-1098.
Crossref