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Developing Middle School Students' Interest in Learning Science and Geology Through Slowmation

Research in science education (Australasian Science Education Research Association), 2020-08, Vol.50 (4), p.1501-1520

2020

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Students' regulation of their emotions in a science classroom

Journal of research in science teaching, 2016-02, Vol.53 (2), p.234-260

2016

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'It's kind of like a cut and paste of the syllabus' : a teacher's experience of enacting the Queensland Earth and Environmental Science syllabus, and implications for Education for Sustainable Development

Australian educational researcher, 2022-04, Vol.49 (2), p.445-461

2022

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Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia

Australian journal of environmental education, 2020-03, Vol.36 (1), p.44-62

2020

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Junior secondary school students' conceptions about plate tectonics

International research in geographical and environmental education, 2017-10, Vol.26 (4), p.297-310

2017

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Writing Stories to Enhance Scientific Literacy

International journal of science education, 2011-03, Vol.33 (5), p.685-707

2011

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Attitudinal impact of hybridized writing about a socioscientific issue

Journal of research in science teaching, 2011-10, Vol.48 (8), p.878-900

2011

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Writing Narratives about a Socioscientific Issue: Engaging Students and Learning Science

Teaching science (Deakin West, A.C.T.), 2012-12, Vol.58 (4), p.24

Tomas, Louisa

2012

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The Challenge of Evaluating Students' Scientific Literacy in a Writing-to-Learn Context

Research in science education (Australasian Science Education Research Association), 2015-02, Vol.45 (1), p.41-58

2015

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Positive emotional responses to hybridised writing about a socio-scientific issue

Research in science education (Australasian Science Education Research Association), 2012-01, Vol.42 (1), p.25-49

2012

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Integrating Education for Sustainability in Preservice Teacher Education: A Case Study From a Regional Australian University

Australian journal of environmental education, 2013-12, Vol.29 (2), p.152-164

2013

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The efficacy of the Dimensions of Attitudes toward Science (DAS) for explaining primary preservice teachers' intention to teach science

International journal of science education, 2023-02, Vol.45 (3), p.165-180

2023

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The Impact of Student-Constructed Animation on Middle School Students’ Learning about Plate Tectonics

Journal of science education and technology, 2019-04, Vol.28 (2), p.165-177

2019

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Pre-service teachers' attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice

Environmental education research, 2017-03, Vol.23 (3), p.324-347

2017

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Learning in Earth and space science: a review of conceptual change instructional approaches

International journal of science education, 2016-03, Vol.38 (5), p.767-790

2016

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The Transformative Potential of Engaging in Science Inquiry-Based Challenges: The ATSE Wonder of Science Challenge

Teaching science (Deakin West, A.C.T.), 2014-06, Vol.60 (2), p.48

2014

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Potential of service-learning to promote sustainability competencies in pre-service teachers: a case study

Teaching education (Columbia, S.C.), 2015-10, Vol.26 (4), p.341-365

2015

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Impact of Sustainability Pedagogies on Pre-service Teachers’ Self-efficacy

Journal of education for sustainable development, 2016-09, Vol.10 (2), p.243-261

2016

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Developing Middle School Students' Interest in Learning Science and Geology Through Slowmation

Students' regulation of their emotions in a science classroom

'It's kind of like a cut and paste of the syllabus' : a teacher's experience of enacting the Queensland Earth and Environmental Science syllabus, and implications for Education for Sustainable Development

Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia

Junior secondary school students' conceptions about plate tectonics

Writing Stories to Enhance Scientific Literacy

Attitudinal impact of hybridized writing about a socioscientific issue

Writing Narratives about a Socioscientific Issue: Engaging Students and Learning Science

The Challenge of Evaluating Students' Scientific Literacy in a Writing-to-Learn Context

Positive emotional responses to hybridised writing about a socio-scientific issue

Integrating Education for Sustainability in Preservice Teacher Education: A Case Study From a Regional Australian University

The efficacy of the Dimensions of Attitudes toward Science (DAS) for explaining primary preservice teachers' intention to teach science

The Impact of Student-Constructed Animation on Middle School Students’ Learning about Plate Tectonics

Pre-service teachers' attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice

Learning in Earth and space science: a review of conceptual change instructional approaches

The Transformative Potential of Engaging in Science Inquiry-Based Challenges: The ATSE Wonder of Science Challenge

Potential of service-learning to promote sustainability competencies in pre-service teachers: a case study

Impact of Sustainability Pedagogies on Pre-service Teachers’ Self-efficacy

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