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Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform

International journal of science education, 2022, Vol.44 (1), p.115-135

2022

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Using formative assessment to promote argumentation in a university bilingual science course

International journal of science education, 2018-09, Vol.40 (13), p.1669-1695

2018

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Core competences and scientific literacy: the recent reform of the school science curriculum in China

International journal of science education, 2018-10, Vol.40 (15), p.1913-1933

2018

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Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment

International journal of science education, 2024-04, Vol.46 (6), p.548-569

2024

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Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course

International journal of science education, 2021-01, Vol.43 (1), p.1-29

2021

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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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Toward citizenship science education: what students do to make the world a better place?

International journal of science education, 2016-01, Vol.38 (1), p.30-50

2016

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The role of affect in science literacy for all

International journal of science education, 2022-03, Vol.44 (4), p.535-555

2022

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Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: a study case on soil

International journal of science education, 2022-07, Vol.44 (10), p.1619-1638

2022

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Preschool teachers' learning opportunities in their initial teacher education and in-service professional development - do they have an influence on preschool teachers' science-specific professional knowledge and motivation?

International journal of science education, 2020-03, Vol.42 (5), p.744-763

2020

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International comparisons of school-level geoscience education- the UNESCO/IGEO expert opinion survey

International journal of science education, 2021-01, Vol.43 (1), p.56-78

2021

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'Unthinkable' Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

International journal of science education, 2015-07, Vol.37 (10), p.1524-1546

2015

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Using activity theory as an analytical lens to conceptualise a framework for fostering interdisciplinary science habits in postsecondary students

International journal of science education, 2022-12, Vol.44 (18), p.2685-2703

2022

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Inquiry-based science education: towards a pedagogical framework for primary school teachers

International journal of science education, 2016-02, Vol.38 (3), p.450-469

2016

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Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

International journal of science education, 2022-10, Vol.44 (15), p.2283-2305

2022

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Complexities of care in a college microbiology laboratory

International journal of science education, 2023-11, Vol.45 (16), p.1321-1339

2023

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The effect of an informal science intervention on middle school girls' science affinities

International journal of science education, 2019-01, Vol.41 (1), p.102-122

2019

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Staging science with young people: bringing science closer to students through stand-up comedy

International journal of science education, 2020-08, Vol.42 (12), p.1968-1987

2020

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Informal science educators and children in a low-income community describe how children relate to out-of-school science education

International journal of science education, 2020-07, Vol.42 (10), p.1673-1696

Burke, Lydia E Carol-Ann

2020

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Semiosis and joint student-teacher action. Contract-milieu dialectics in a case study of two subsequent primary school earth science sessions

International journal of science education, 2022-05, Vol.44 (7), p.1067-1095

2022

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Developing museum-school partnerships: art-based exploration of science issues in a third space

International journal of science education, 2021, Vol.43 (17), p.2746-2768

2021

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Longitudinal investigation of primary inservice teachers' modelling the hydrological phenomena

International journal of science education, 2019-12, Vol.41 (18), p.2788-2807

2019

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Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland

International journal of science education, 2021-02, Vol.43 (3), p.407-427

2021

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Over reported and misunderstood? A study of teachers' reported enactment and knowledge of inquiry-based science teaching

International journal of science education, 2016-04, Vol.38 (6), p.934-959

2016

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What do science teachers think about developing scientific competences through context-based teaching? A case study

International journal of science education, 2017-05, Vol.39 (7), p.937-963

2017

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Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform

Using formative assessment to promote argumentation in a university bilingual science course

Core competences and scientific literacy: the recent reform of the school science curriculum in China

Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment

Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course

How outdoor science education can help girls stay engaged with science

Toward citizenship science education: what students do to make the world a better place?

The role of affect in science literacy for all

Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: a study case on soil

Preschool teachers' learning opportunities in their initial teacher education and in-service professional development - do they have an influence on preschool teachers' science-specific professional knowledge and motivation?

International comparisons of school-level geoscience education- the UNESCO/IGEO expert opinion survey

'Unthinkable' Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Using activity theory as an analytical lens to conceptualise a framework for fostering interdisciplinary science habits in postsecondary students

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

Complexities of care in a college microbiology laboratory

The effect of an informal science intervention on middle school girls' science affinities

Staging science with young people: bringing science closer to students through stand-up comedy

Informal science educators and children in a low-income community describe how children relate to out-of-school science education

Semiosis and joint student-teacher action. Contract-milieu dialectics in a case study of two subsequent primary school earth science sessions

Developing museum-school partnerships: art-based exploration of science issues in a third space

Longitudinal investigation of primary inservice teachers' modelling the hydrological phenomena

Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland

Over reported and misunderstood? A study of teachers' reported enactment and knowledge of inquiry-based science teaching

What do science teachers think about developing scientific competences through context-based teaching? A case study

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