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I arrived at the sun! Developing an educational board game with the collaboration of pre‐service art and pre‐service science teachers

European journal of education, 2024-06, Vol.59 (2), p.n/a

2024

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Examining preservice science teachers' perspectives on the social responsibility of scientists and engineers

Eurasia journal of mathematics, science and technology education, 2023-08, Vol.19 (8), p.em2315

2023

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Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re)construction in classrooms

Journal of research in science teaching, 2020-09, Vol.57 (7), p.1058-1092

2020

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Examining relevance in pre-service science teachers' lesson plans

International journal of science education, 2022-01, Vol.44 (1), p.48-70

2022

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Changing Preservice Science Teachers’ Views of Nature of Science: Why Some Conceptions May be More Easily Altered than Others

Research in science education (Australasian Science Education Research Association), 2017-04, Vol.47 (2), p.329-351

2017

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Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice

Sustainability, 2022-03, Vol.14 (6), p.3594

2022

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Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity

Sustainability, 2022-05, Vol.14 (10), p.5923

2022

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An effective intervention with a blended learning environment for improving cognitive learning and spiritual meaning

Cultural studies of science education, 2022-12, Vol.17 (4), p.991-1012

2022

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Secondary science teachers' use of discourse moves to work with student ideas in classroom discussions

International journal of science education, 2020-10, Vol.42 (15), p.2513-2533

2020

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Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices

Science education (Salem, Mass.), 2022-05, Vol.106 (3), p.674-705

2022

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Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education

Journal of science education and technology, 2020-06, Vol.29 (3), p.346-354

2020

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Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge

Research in science education (Australasian Science Education Research Association), 2022-04, Vol.52 (2), p.691-723

2022

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The pedagogical value of conceptual metaphor for secondary science teachers

Science education (Salem, Mass.), 2018-09, Vol.102 (5), p.1051-1076

2018

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Communities of practice as a framework to explain teachers' experiences within the community of science

Journal of research in science teaching, 2018-11, Vol.55 (9), p.1287-1312

2018

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Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments

Science & education, 2022-06, Vol.31 (3), p.739-785

Soysal, Yilmaz

2022

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Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning

Eurasia journal of mathematics, science and technology education, 2021, Vol.17 (1), p.em1932

2021

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Exploring the optimal learning moments in a university-level chemistry course

Interactive learning environments, 2024-02, Vol.32 (2), p.627-638

Atabek-Yigit, Elif

2024

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Mentoring teachers in the context of student-question-based inquiry: the challenges of the Savanturiers programme

International journal of science education, 2021-11, Vol.43 (17), p.2729-2745

2021

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Measuring preservice science teachers’ performance on engineering design process tasks: implications for fostering STEM education

Arab Gulf Journal of Scientific Research, 2024-03, Vol.42 (2), p.259-279

2024

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A Systematic Review of Preservice Science Teachers’ Experience of Problem-Based Learning and Implementing It in the Classroom

Education sciences, 2024-03, Vol.14 (3), p.301

2024

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Challenging preservice teachers thinking about school science education with a values and knowledge education (VaKE) experience

School science and mathematics, 2022-11, Vol.122 (7), p.358-370

2022

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School and Teachers' Role to Empowerment of Environmental Literacy in Prominent Middle School Based on Adiwiyata Program

Journal of physics. Conference series, 2019-06, Vol.1233 (1), p.12084

2019

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A rollercoaster STEM activity involving virtual reality

Science activities, 2024-04, Vol.61 (2), p.95-105

2024

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Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

ECNU review of education (Online), 2022-09, Vol.5 (3), p.520-536

2022

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Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

International journal of information and communication technology education, 2021-07, Vol.17 (3), p.123-136

2021

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I arrived at the sun! Developing an educational board game with the collaboration of pre‐service art and pre‐service science teachers

Examining preservice science teachers' perspectives on the social responsibility of scientists and engineers

Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re)construction in classrooms

Examining relevance in pre-service science teachers' lesson plans

Changing Preservice Science Teachers’ Views of Nature of Science: Why Some Conceptions May be More Easily Altered than Others

Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice

Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity

An effective intervention with a blended learning environment for improving cognitive learning and spiritual meaning

Secondary science teachers' use of discourse moves to work with student ideas in classroom discussions

Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices

Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education

Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge

The pedagogical value of conceptual metaphor for secondary science teachers

Communities of practice as a framework to explain teachers' experiences within the community of science

Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments

Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning

Exploring the optimal learning moments in a university-level chemistry course

Mentoring teachers in the context of student-question-based inquiry: the challenges of the Savanturiers programme

Measuring preservice science teachers’ performance on engineering design process tasks: implications for fostering STEM education

A Systematic Review of Preservice Science Teachers’ Experience of Problem-Based Learning and Implementing It in the Classroom

Challenging preservice teachers thinking about school science education with a values and knowledge education (VaKE) experience

School and Teachers' Role to Empowerment of Environmental Literacy in Prominent Middle School Based on Adiwiyata Program

A rollercoaster STEM activity involving virtual reality

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

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