Citations (321)
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Amal Ibourk, Lauren Wagner & Clausell Mathis. (2023) Preservice elementary teachers’ explanations of properties of sound using a Web-based Inquiry Science Environment (WISE). Research in Science & Technological Education 41:4, pages 1579-1595.
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Byung-Yeol Park, Todd Campbell, Miriah Kelly, Ron Gray, Chester Arnold, Cary Chadwick, Laura M. Cisneros, David Dickson, David M. Moss, Laura Rodriguez, John C. Volin & Michael R. Willig. (2023) Improving NGSS focused model-based learning curriculum through the examination of students’ experiences and iterated models. Research in Science & Technological Education 41:3, pages 983-1007.
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Ashlyn E. Pierson, Corey E. Brady, Douglas B. Clark & Pratim Sengupta. (2023) Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum. Cognition and Instruction 41:2, pages 125-157.
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Silvia Wen-Yu Lee. (2022) Investigating the effects of explicit instructional approaches on students’ understanding of scientific models and modeling. Research in Science & Technological Education 0:0, pages 1-17.
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Line Have Musaeus, Deborah Tatar & Peter Musaeus. (2022) Computational Modelling in High School Biology: A Teaching Intervention. Journal of Biological Education 0:0, pages 1-17.
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Holly White, Diane Lally & Cory T. Forbes. (2022) Investigating groundwater: Middle school students’ mapping data-driven, computer-based models to socio-hydrologic phenomena. Journal of Geoscience Education 70:1, pages 101-113.
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Joseph Dauer, Robert Mayes, Kent Rittschof & Bryon Gallant. (2021) Assessing quantitative modelling practices, metamodelling, and capability confidence of biology undergraduate students. International Journal of Science Education 43:10, pages 1685-1707.
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Tingting Li, Emily Miller, I.-Chien Chen, Kayla Bartz, Susan Codere & Joseph Krajcik. (2021) The relationship between teacher’s support of literacy development and elementary students’ modelling proficiency in project-based learning science classrooms. Education 3-13 49:3, pages 302-316.
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Tejaswini Dalvi, Elaine Silva Mangiante & Kristen Wendell. (2021) Identifying Pre-service Teachers’ Conceptions about the NGSS Practices Using a Curriculum Critique and Revision (CCR) Task. Journal of Science Teacher Education 32:2, pages 123-147.
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Alejandra J. Magana, Camilo Vieira, Hayden W. Fennell, Anindya Roy & Michael L. Falk. (2020) Undergraduate Engineering Students’ Types and Quality of Knowledge Used in Synthetic Modeling. Cognition and Instruction 38:4, pages 503-537.
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Clark A. Chinn, Sarit Barzilai & Ravit Golan Duncan. (2020) Disagreeing about how to know: The instructional value of explorations into knowing. Educational Psychologist 55:3, pages 167-180.
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Gretchen P. King, Heather Bergan-Roller, Nicholas Galt, Tomáš Helikar & Joseph T. Dauer. (2019) Modelling activities integrating construction and simulation supported explanatory and evaluative reasoning. International Journal of Science Education 41:13, pages 1764-1786.
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Susanne Jansen, Marie-Christine P. J. Knippels & Wouter R. van Joolingen. (2019) Assessing students’ understanding of models of biological processes: a revised framework. International Journal of Science Education 41:8, pages 981-994.
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Ron Gray & Allyson Rogan-Klyve. (2018) Talking modelling: examining secondary science teachers’ modelling-related talk during a model-based inquiry unit. International Journal of Science Education 40:11, pages 1345-1366.
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Tamar Fuhrmann, Bertrand Schneider & Paulo Blikstein. (2018) Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science. International Journal of Science Education 40:8, pages 867-893.
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Laura Zangori, Patricia J. Friedrichsen, Eric Wulff & Andrew J. Womack. (2017) Using the Practice of Modeling to Support Preservice Teachers’ Reflection on the Process of Teaching and Learning. Journal of Science Teacher Education 28:7, pages 590-608.
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Silke Rönnebeck, Sascha Bernholt & Mathias Ropohl. (2016) Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education 52:2, pages 161-197.
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Ioannis Soulios & Dimitris Psillos. (2016) Enhancing student teachers’ epistemological beliefs about models and conceptual understanding through a model-based inquiry process. International Journal of Science Education 38:7, pages 1212-1233.
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Adam V. Maltese, Joshua A. Danish, Ryan M. Bouldin, Joseph A. Harsh & Branden Bryan. (2016) What are students doing during lecture? Evidence from new technologies to capture student activity. International Journal of Research & Method in Education 39:2, pages 208-226.
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Michelle Hoda Wilkerson, Chelsea Andrews, Yara Shaban, Vasiliki Laina & Brian E. Gravel. (2016) What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop. Journal of Science Teacher Education 27:1, pages 11-33.
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Giulia Tasquier, Olivia Levrini & Justin Dillon. (2016) Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change. International Journal of Science Education 38:4, pages 539-563.
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Meng-Fei Cheng & Jang-Long Lin. (2015) Investigating the Relationship between Students’ Views of Scientific Models and Their Development of Models. International Journal of Science Education 37:15, pages 2453-2475.
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Bahadir Namdar & Ji Shen. (2015) Modeling-Oriented Assessment in K-12 Science Education: A synthesis of research from 1980 to 2013 and new directions. International Journal of Science Education 37:7, pages 993-1023.
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Kevin W. McElhaney, Hsin-Yi Chang, Jennifer L. Chiu & Marcia C. Linn. (2015) Evidence for effective uses of dynamic visualisations in science curriculum materials. Studies in Science Education 51:1, pages 49-85.
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Eva Jensen. (2014) Does teaching students how to explicitly model the causal structure of systems improve their understanding of these systems?. European Journal of Engineering Education 39:4, pages 391-411.
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Juliane Grünkorn, Annette Upmeier zu Belzen & Dirk Krüger. (2014) Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework. International Journal of Science Education 36:10, pages 1651-1684.
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Stephen L. Pruitt. (2014) The Next Generation Science Standards: The Features and Challenges. Journal of Science Teacher Education 25:2, pages 145-156.
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Paula
Cristina Cardoso Mendonça & Rosária Justi. (2013) The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram. International Journal of Science Education 35:14, pages 2407-2434.
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Kurt VanLehn. (2013) Model construction as a learning activity: a design space and review. Interactive Learning Environments 21:4, pages 371-413.
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Hsin-Yi Chang & Hsiang-Chi Chang. (2013) Scaffolding Students’ Online Critiquing of Expert- and Peer-generated Molecular Models of Chemical Reactions. International Journal of Science Education 35:12, pages 2028-2056.
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Yael
M. Bamberger & Elizabeth
A. Davis. (2013) Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression. International Journal of Science Education 35:2, pages 213-238.
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Yi-Fen Yeh, Tsung-Hau Jen & Ying-Shao Hsu. (2012) Major Strands in Scientific Inquiry through Cluster Analysis of Research Abstracts. International Journal of Science Education 34:18, pages 2811-2842.
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Loucas
T. Louca & Zacharias
C. Zacharia. (2012) Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions. Educational Review 64:4, pages 471-492.
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Todd Campbell, Phil
Seok Oh & Drew Neilson. (2012) Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms. International Journal of Science Education 34:15, pages 2393-2419.
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Michele
M. Nelson & Elizabeth
A. Davis. (2012) Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An aspect of pedagogical content knowledge for scientific modeling. International Journal of Science Education 34:12, pages 1931-1959.
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Sean A Rands. (2012) Using Physical and Computer Simulations of Collective Behaviour as an Introduction to Modelling Concepts for Applied Biologists. Bioscience Education 19:1, pages 1-10.
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GjaltT. Prins, AstridM. W. Bulte & Albert Pilot. (2011) Evaluation of a Design Principle for Fostering Students’ Epistemological Views on Models and Modelling Using Authentic Practices as Contexts for Learning in Chemistry Education. International Journal of Science Education 33:11, pages 1539-1569.
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Chwee
Beng Lee, David Jonassen & Timothy Teo. (2011) The role of model building in problem solving and conceptual change. Interactive Learning Environments 19:3, pages 247-265.
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Phil Seok Oh & Sung Jin Oh. (2011) What Teachers of Science Need to Know about Models: An overview. International Journal of Science Education 33:8, pages 1109-1130.
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JaniceD. Gobert, Laura O’Dwyer, Paul Horwitz, BarbaraC. Buckley, Sharona Tal Levy & Uri Wilensky. (2011) Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry. International Journal of Science Education 33:5, pages 653-684.
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Lisa Kenyon, Elizabeth A. Davis & Barbara Hug. (2011) Design Approaches to Support Preservice Teachers in Scientific Modeling. Journal of Science Teacher Education 22:1, pages 1-21.
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Luciana Danusso, Italo Testa & Matilde Vicentini. (2010) Improving Prospective Teachers’ Knowledge about Scientific Models and Modelling: Design and evaluation of a teacher education intervention. International Journal of Science Education 32:7, pages 871-905.
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Ravit Golan Duncan, Vicky Pilitsis & Melissa Piegaro. (2010) Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials. Journal of Science Teacher Education 21:1, pages 81-102.
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Thorsten Bell, Detlef Urhahne, Sascha Schanze & Rolf Ploetzner. (2010) Collaborative Inquiry Learning: Models, tools, and challenges. International Journal of Science Education 32:3, pages 349-377.
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Detlef Urhahne, Sascha Schanze, Thorsten Bell, Amie Mansfield & Jeff Holmes. (2010) Role of the Teacher in Computer‐supported Collaborative Inquiry Learning. International Journal of Science Education 32:2, pages 221-243.
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Hannie Gijlers & Ton de Jong. (2009) Sharing and Confronting Propositions in Collaborative Inquiry Learning. Cognition and Instruction 27:3, pages 239-268.
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PatrickH. M. Sins, ElwinR. Savelsbergh, WouterR. van Joolingen & BernadetteH. A. M. van Hout‐Wolters. (2009) The Relation between Students’ Epistemological Understanding of Computer Models and their Cognitive Processing on a Modelling Task. International Journal of Science Education 31:9, pages 1205-1229.
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Martin Niss. (2009) Metamodelling Messages Conveyed in Five Statistical Mechanical Textbooks from 1936 to 2001. International Journal of Science Education 31:5, pages 697-719.
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CLARKA. CHINN & ALA SAMARAPUNGAVAN. (2009) Conceptual Change—Multiple Routes, Multiple Mechanisms: A Commentary on Ohlsson (2009). Educational Psychologist 44:1, pages 48-57.
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Mark Windschitl, Jessica Thompson & Melissa Braaten. (2008) How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms. Cognition and Instruction 26:3, pages 310-378.
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LoucasT. Louca & ZachariaC. Zacharia. (2008) The Use of Computer‐based Programming Environments as Computer Modelling Tools in Early Science Education: The cases of textual and graphical program languages. International Journal of Science Education 30:3, pages 287-323.
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Christina V. Schwarz, Jason Meyer & Ajay Sharma. (2007) Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods. Journal of Science Teacher Education 18:2, pages 243-269.
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Paul Engelschalt, Tom Bielik, Moritz Krell, Dirk Krüger & Annette Upmeier zu Belzen. Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models. International Journal of Science Education 0:0, pages 1-24.
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