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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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Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning

Physical review special topics. Physics education research, 2012-05, Vol.8 (1), p.010123, Article 010123

2012

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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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In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

Education sciences, 2017-12, Vol.7 (4), p.76

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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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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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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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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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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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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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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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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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

Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning

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?

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

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

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

The Force Concept Inventory as a Measure of Students Conceptual Coherence

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

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

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

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

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

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

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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