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Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

International journal of science and mathematics education, 2020-12, Vol.18 (8), p.1465-1484

2020

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Visual Cues Improve Students' Understanding of Divergence and Curl: Evidence from Eye Movements during Reading and Problem Solving

Physical review. Physics education research, 2019-05, Vol.15 (1), p.010126, Article 010126

2019

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Assessing 4th Grade Students’ Computational Thinking through Scratch Programming Projects

Informatics in education, 2020-12, Vol.19 (4), p.611-640

2020

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Students’ approaches to solving R-FCI tasks observed by eye-tracking method

Scientia in educatione, 2018-12, Vol.9 (2), p.117-130

2018

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Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence

International journal of STEM education, 2018-05, Vol.5 (1), p.20-20, Article 20

2018

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Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Dialogic pedagogy, 2023-01, Vol.11 (3), p.A88-A118

2023

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Force Concept Inventory-Based Multiple-Choice Test for Investigating Students' Representational Consistency

Physical review special topics. Physics education research, 2010-08, Vol.6 (2), p.020109, Article 020109

2010

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Primary School Student Teachers' Understanding of Climate Change : Comparing the Results Given by Concept Maps and Communication Analysis

Research in science education (Australasian Science Education Research Association), 2013-10, Vol.43 (5), p.1801-1823

2013

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Finnish Secondary Students’ Mental Models of Magnetism

Nordina : Nordic studies in science education, 2020-02, Vol.16 (1), p.101-120

2020

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Does Using a Visual-Representation Tool Foster Students' Ability to Identify Forces and Construct Free-Body Diagrams?

Physical review special topics. Physics education research, 2013-01, Vol.9 (1), p.010104, Article 010104

2013

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Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

Journal of science education and technology, 2017-04, Vol.26 (2), p.193-206

2017

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Computational thinking in programming with Scratch in primary schools: A systematic review

Computer applications in engineering education, 2021-01, Vol.29 (1), p.12-28

2021

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The Force Concept Inventory as a Measure of Students Conceptual Coherence

International journal of science and mathematics education, 2008-12, Vol.6 (4), p.719-740

2008

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Challenging Transmission Modes of Teaching in Science Classrooms: Enhancing Learner-Centredness through Dialogicity

Research in science education (Australasian Science Education Research Association), 2018-10, Vol.48 (5), p.1049-1069

2018

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The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers

Research in science education (Australasian Science Education Research Association), 2019-12, Vol.49 (6), p.1547-1567

2019

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Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons

International journal of science education, 2021-02, Vol.43 (3), p.362-384

2021

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What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review

Educational research review, 2021-06, Vol.33, p.100387, Article 100387

2021

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The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes

Computers and education, 2020-01, Vol.143, p.103674, Article 103674

2020

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Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

International journal of science education, 2018-09, Vol.40 (14), p.1697-1717

2018

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Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

International journal of science education, 2019-11, Vol.41 (17), p.2557-2578

2019

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Erratum: Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency [Phys. Rev. ST Phys. Educ. Res. 6 , 020109 (2010)]

Physical review special topics. Physics education research, 2010-10, Vol.6 (2), p.029903, Article 029903

2010

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Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquirybased teaching

Nordina : Nordic studies in science education, 2012-12, Vol.7 (2), p.140-159

2012

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Benefits of using the eye-tracking method for qualitative observation of students’ multiplechoice physics tasks solution process

Pedagogická orientace, 2020-12, Vol.29 (4), p.424-465

2020

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Benefits of using the eye-tracking method for qualitative observation of students’ multiplechoice physics tasks solution process

Pedagogická orientace, 2020-12, Vol.29 (4), p.424–465-424–465

2020

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Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

Visual Cues Improve Students' Understanding of Divergence and Curl: Evidence from Eye Movements during Reading and Problem Solving

Assessing 4th Grade Students’ Computational Thinking through Scratch Programming Projects

Students’ approaches to solving R-FCI tasks observed by eye-tracking method

Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Force Concept Inventory-Based Multiple-Choice Test for Investigating Students' Representational Consistency

Primary School Student Teachers' Understanding of Climate Change : Comparing the Results Given by Concept Maps and Communication Analysis

Finnish Secondary Students’ Mental Models of Magnetism

Does Using a Visual-Representation Tool Foster Students' Ability to Identify Forces and Construct Free-Body Diagrams?

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

Computational thinking in programming with Scratch in primary schools: A systematic review

The Force Concept Inventory as a Measure of Students Conceptual Coherence

Challenging Transmission Modes of Teaching in Science Classrooms: Enhancing Learner-Centredness through Dialogicity

The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers

Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons

What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review

The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes

Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

Erratum: Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency [Phys. Rev. ST Phys. Educ. Res. 6 , 020109 (2010)]

Developing Formative Assessment in STEM Classrooms

Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquirybased teaching

Benefits of using the eye-tracking method for qualitative observation of students’ multiplechoice physics tasks solution process

Benefits of using the eye-tracking method for qualitative observation of students’ multiplechoice physics tasks solution process

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