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In Search of a More Inclusive and Relevant School Science Curriculum

Research in science education (Australasian Science Education Research Association), 2022-12, Vol.52 (S1), p.57-64

Treagust, David F.

2022

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Design and Implementation of an Einsteinian Energy Learning Module

International journal of science and mathematics education, 2024-01, Vol.22 (1), p.49-72

2024

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Students’ Use of Magnetic Models to Learn Hydrogen Bonding and the Formation of Snowflakes

Journal of chemical education, 2023-07, Vol.100 (7), p.2504-2519

2023

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Conceptual change: a powerful framework for improving science teaching and learning

International journal of science education, 2003-06, Vol.25 (6), p.671-688

Duit, Reinders

2003

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Adjusting claims as new evidence emerges : Do students incorporate new evidence into their scientific explanations?

Journal of research in science teaching, 2018-04, Vol.55 (4), p.526-549

2018

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Analysis of Students' Diagrams Explaining Scientific Phenomena

Research in science education (Australasian Science Education Research Association), 2022-08, Vol.52 (4), p.1225-1241

2022

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Development and validation of an instrument for assessing high-school students' perceptions of socio-scientific issues-based learning in biology

Learning environments research, 2021-07, Vol.24 (2), p.223-237

2021

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Multiple Representations in Chemical Education

1. Aufl., 2009

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Supporting the development of scientific understanding when constructing an evolving explanation

Disciplinary and Interdisciplinary Science Education Research, 2022-01, Vol.4 (1), p.1-22, Article 3

2022

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Understanding needs embodiment: A theory-guided reanalysis of the role of metaphors and analogies in understanding science

Science education (Salem, Mass.), 2012-09, Vol.96 (5), p.849-877

2012

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The productive interplay between student-student and teacher-student dialogic interactions and the affordances of student generated explanatory drawings to understand plate tectonics

International journal of science education, 2023-12, Vol.ahead-of-print (ahead-of-print), p.1-19

2023

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Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar : a Perspective from Grade 10 Chemistry Classes

Research in science education (Australasian Science Education Research Association), 2020-06, Vol.50 (3), p.813-831

2020

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A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes

International journal of science education, 2020-03, Vol.42 (5), p.703-721

2020

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Student perceptions of instruction sheets in face-to-face and remotely-operated engineering laboratory learning

European journal of engineering education, 2020-07, Vol.45 (4), p.491-515

2020

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What students' diagrams reveal about their sense-making of plate tectonics in lower secondary science

International journal of science education, 2021-11, Vol.43 (16), p.2684-2705

2021

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‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence

Disciplinary and Interdisciplinary Science Education Research, 2020-08, Vol.2 (1), p.1-17, Article 10

2020

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Students' understanding of the role of scientific models in learning science

International journal of science education, 2002-04, Vol.24 (4), p.357-368

2002

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Students' understanding of the emergent processes of natural selection: the need for ontological conceptual change

International journal of science education, 2020-06, Vol.42 (9), p.1485-1502

2020

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An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities

Education sciences, 2019-03, Vol.9 (1), p.42

2019

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Students' Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism

Science education (Salem, Mass.), 2014-09, Vol.98 (5), p.840-866

2014

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Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry

Science education (Salem, Mass.), 2000-05, Vol.84 (3), p.352-381

2000

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Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry

Chemistry Education Research and Practice, 2021-10, Vol.22 (4), p.813-841

2021

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Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

Research in science education (Australasian Science Education Research Association), 2017-04, Vol.47 (2), p.257-281

2017

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School and University Partnerships : The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers' Science Teaching Efficacy

The Australian journal of teacher education, 2014, Vol.39 (9), p.153-167

2014

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Multiple Representations in Physics Education

1, 2017

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In Search of a More Inclusive and Relevant School Science Curriculum

Design and Implementation of an Einsteinian Energy Learning Module

Students’ Use of Magnetic Models to Learn Hydrogen Bonding and the Formation of Snowflakes

Conceptual change: a powerful framework for improving science teaching and learning

Adjusting claims as new evidence emerges : Do students incorporate new evidence into their scientific explanations?

Analysis of Students' Diagrams Explaining Scientific Phenomena

Development and validation of an instrument for assessing high-school students' perceptions of socio-scientific issues-based learning in biology

Multiple Representations in Chemical Education

Supporting the development of scientific understanding when constructing an evolving explanation

Understanding needs embodiment: A theory-guided reanalysis of the role of metaphors and analogies in understanding science

The productive interplay between student-student and teacher-student dialogic interactions and the affordances of student generated explanatory drawings to understand plate tectonics

Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar : a Perspective from Grade 10 Chemistry Classes

A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes

Student perceptions of instruction sheets in face-to-face and remotely-operated engineering laboratory learning

What students' diagrams reveal about their sense-making of plate tectonics in lower secondary science

‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence

Students' understanding of the role of scientific models in learning science

Students' understanding of the emergent processes of natural selection: the need for ontological conceptual change

An Analysis of the Visual Representation of Redox Reactions in Secondary Chemistry Textbooks from Different Chinese Communities

Students' Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism

Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry

Discipline-specific cognitive factors that influence grade 9 students' performance in chemistry

Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

School and University Partnerships : The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers' Science Teaching Efficacy

Multiple Representations in Physics Education

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