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English language learners' participation in the discourse of a multilingual science classroom

International journal of science education, 2019-06, Vol.41 (9), p.1246-1270

2019

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Effects of ethnoscience instruction, school location, and parental educational status on learners' attitude towards science

International journal of science education, 2017-03, Vol.39 (5), p.548-564

Fasasi, Rasheed Adekunle

2017

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The roles of motivation and metacognition in producing self-regulated learners of college physical science: a review of empirical studies

International journal of science education, 2019-11, Vol.41 (17), p.2524-2541

McDowell, Linda D.

2019

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Exploring learners' beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding

International journal of science education, 2016-07, Vol.38 (10), p.1591-1606

2016

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Threat Perception and Attitudes of Adolescents Towards Re-Introduced Wild Animals: A qualitative study of young learners from affected regions in Germany

International journal of science education, 2013-12, Vol.35 (18), p.3062-3094

2013

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Examining the efficacy change of preservice science teachers: does an inquiry-based laboratory instruction make a difference? A mixed method study

International journal of science education, 2022-06, Vol.44 (9), p.1527-1548

Kiran, Dekant

2022

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Preservice teachers' self-efficacy to teach primary science based on 'science learner' typology

International journal of science education, 2018-12, Vol.40 (18), p.2292-2308

2018

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Impact of interactive online units on learning science among students with learning disabilities and English learners

International journal of science education, 2018-03, Vol.40 (5), p.498-518

2018

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Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

International journal of science education, 2013-02, Vol.35 (3), p.460-489

2013

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Does interest have an expiration date? An analysis of students' questions as resources for context-based learning

International journal of science education, 2018-07, Vol.40 (10), p.1136-1153

2018

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Primary and lower secondary students' perceptions of representational practices in science learning: focus on drawing and writing

International journal of science education, 2020-12, Vol.42 (18), p.3003-3025

Uchinokura, Shingo

2020

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Upper secondary students' situational interest in physics learning in Finland and Chile

International journal of science education, 2021-11, Vol.43 (16), p.2577-2596

2021

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Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India

International journal of science education, 2019-07, Vol.41 (10), p.1347-1365

2019

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Instructional practices and science performance of 10 top-performing regions in PISA 2015

International journal of science education, 2017-10, Vol.39 (15), p.2128-2149

2017

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How outdoor science education can help girls stay engaged with science

International journal of science education, 2021-05, Vol.43 (7), p.1090-1111

2021

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Science engagement and science achievement in the context of science instruction: a multilevel analysis of U.S. students and schools

International journal of science education, 2017-05, Vol.39 (8), p.1045-1068

2017

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Teachers' professional development in Nanoscience and nanotechnology in the context of a Community of Learners

International journal of science education, 2019-10, Vol.41 (15), p.2070-2093

2019

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The implications of the non-linguistic modes of meaning for language learners in science: a review

International journal of science education, 2020-05, Vol.42 (7), p.1041-1067

2020

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How do cohesion features inform science instruction for English learners?: A comparison study of digital and printed science texts

International journal of science education, 2022-12, Vol.44 (18), p.2763-2782

2022

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Methodical challenges concerning the Draw-A-Scientist Test: a critical view about the assessment and evaluation of learners' conceptions of scientists

International journal of science education, 2017-09, Vol.39 (14), p.1952-1975

2017

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'I Actually Contributed to Their Research': The influence of an abbreviated summer apprenticeship program in science and engineering for diverse high-school learners

International journal of science education, 2015-02, Vol.37 (3), p.411-445

2015

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Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students

International journal of science education, 2009-04, Vol.31 (6), p.757-786

2009

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Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

International journal of science education, 2014-01, Vol.36 (10), p.1588-1608

2014

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The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

International journal of science education, 2012-01, Vol.34 (1), p.25-42

2012

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Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners' activation of force conceptions

International journal of science education, 2020-05, Vol.42 (8), p.1388-1407

2020

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English language learners' participation in the discourse of a multilingual science classroom

Effects of ethnoscience instruction, school location, and parental educational status on learners' attitude towards science

The roles of motivation and metacognition in producing self-regulated learners of college physical science: a review of empirical studies

Exploring learners' beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding

Threat Perception and Attitudes of Adolescents Towards Re-Introduced Wild Animals: A qualitative study of young learners from affected regions in Germany

Examining the efficacy change of preservice science teachers: does an inquiry-based laboratory instruction make a difference? A mixed method study

Preservice teachers' self-efficacy to teach primary science based on 'science learner' typology

Impact of interactive online units on learning science among students with learning disabilities and English learners

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

Does interest have an expiration date? An analysis of students' questions as resources for context-based learning

Primary and lower secondary students' perceptions of representational practices in science learning: focus on drawing and writing

Upper secondary students' situational interest in physics learning in Finland and Chile

Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India

Instructional practices and science performance of 10 top-performing regions in PISA 2015

How outdoor science education can help girls stay engaged with science

Science engagement and science achievement in the context of science instruction: a multilevel analysis of U.S. students and schools

Teachers' professional development in Nanoscience and nanotechnology in the context of a Community of Learners

The implications of the non-linguistic modes of meaning for language learners in science: a review

How do cohesion features inform science instruction for English learners?: A comparison study of digital and printed science texts

Methodical challenges concerning the Draw-A-Scientist Test: a critical view about the assessment and evaluation of learners' conceptions of scientists

'I Actually Contributed to Their Research': The influence of an abbreviated summer apprenticeship program in science and engineering for diverse high-school learners

Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students

Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners' activation of force conceptions

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