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Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re)construction in classrooms

Journal of research in science teaching, 2020-09, Vol.57 (7), p.1058-1092

2020

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Examining relevance in pre-service science teachers' lesson plans

International journal of science education, 2022-01, Vol.44 (1), p.48-70

2022

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Changing Preservice Science Teachers’ Views of Nature of Science: Why Some Conceptions May be More Easily Altered than Others

Research in science education (Australasian Science Education Research Association), 2017-04, Vol.47 (2), p.329-351

2017

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Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice

Sustainability (Basel, Switzerland), 2022-03, Vol.14 (6), p.3594

2022

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Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity

Sustainability (Basel, Switzerland), 2022-05, Vol.14 (10), p.5923

2022

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An effective intervention with a blended learning environment for improving cognitive learning and spiritual meaning

Cultural studies of science education, 2022-12, Vol.17 (4), p.991-1012

2022

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Secondary science teachers' use of discourse moves to work with student ideas in classroom discussions

International journal of science education, 2020-10, Vol.42 (15), p.2513-2533

2020

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Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices

Science education (Salem, Mass.), 2022-05, Vol.106 (3), p.674-705

2022

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Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education

Journal of science education and technology, 2020-06, Vol.29 (3), p.346-354

2020

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Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge

Research in science education (Australasian Science Education Research Association), 2022-04, Vol.52 (2), p.691-723

2022

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The pedagogical value of conceptual metaphor for secondary science teachers

Science education (Salem, Mass.), 2018-09, Vol.102 (5), p.1051-1076

2018

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Communities of practice as a framework to explain teachers' experiences within the community of science

Journal of research in science teaching, 2018-11, Vol.55 (9), p.1287-1312

2018

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Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments

Science & education, 2022-06, Vol.31 (3), p.739-785

Soysal, Yilmaz

2022

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Mentoring teachers in the context of student-question-based inquiry: the challenges of the Savanturiers programme

International journal of science education, 2021-11, Vol.43 (17), p.2729-2745

2021

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Technology-Enhanced Science Partnership Initiative : Impact on Secondary Science Teachers

Research in science education (Australasian Science Education Research Association), 2019-02, Vol.49 (1), p.219-242

2019

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School and Teachers' Role to Empowerment of Environmental Literacy in Prominent Middle School Based on Adiwiyata Program

Journal of physics. Conference series, 2019-06, Vol.1233 (1), p.12084

2019

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The use of virtual laboratory in teaching respiration subject in the Covid‐19 process

Biochemistry and molecular biology education, 2022-03, Vol.50 (2), p.254-260

Çıngıl Barış, Çiğdem

2022

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Thai First-Year Preservice Science Teachers’ Orientations toward Teaching Science

The Asia-Pacific education researcher, 2020-10, Vol.29 (5), p.455-471

Ladachart, Luecha

2020

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How Do Pre-Service Science Teachers' Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?

Journal of science education and technology, 2012-04, Vol.21 (2), p.255-266

Ucar, Sedat

2012

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Creating scientific dialogue through social media: exploration of Saudi pre-service science teachers

Research in science & technological education, 2019-10, Vol.37 (4), p.471-491

2019

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Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education

Science education (Salem, Mass.), 2018-01, Vol.102 (1), p.36-59

2018

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A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access

Journal of geoscience education, 2017-08, Vol.65 (3), p.304-321

2017

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Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

Education sciences, 2021-12, Vol.11 (12), p.791

2021

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Learning to Scaffold Science Academic Language: Lessons from an Instructional Coaching Partnership

Research in science education (Australasian Science Education Research Association), 2019-08, Vol.49 (4), p.1013-1024

Jung, Karl G.

2019

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A Teacher's Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

Asia-Pacific Science Education, 2021-06, Vol.7 (1), p.134-172

2021

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Science teachers' sensemaking of the use of epistemic tools to scaffold students' knowledge (re)construction in classrooms

Examining relevance in pre-service science teachers' lesson plans

Changing Preservice Science Teachers’ Views of Nature of Science: Why Some Conceptions May be More Easily Altered than Others

Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice

Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity

An effective intervention with a blended learning environment for improving cognitive learning and spiritual meaning

Secondary science teachers' use of discourse moves to work with student ideas in classroom discussions

Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices

Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education

Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge

The pedagogical value of conceptual metaphor for secondary science teachers

Communities of practice as a framework to explain teachers' experiences within the community of science

Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments

Mentoring teachers in the context of student-question-based inquiry: the challenges of the Savanturiers programme

Technology-Enhanced Science Partnership Initiative : Impact on Secondary Science Teachers

School and Teachers' Role to Empowerment of Environmental Literacy in Prominent Middle School Based on Adiwiyata Program

The use of virtual laboratory in teaching respiration subject in the Covid‐19 process

Thai First-Year Preservice Science Teachers’ Orientations toward Teaching Science

How Do Pre-Service Science Teachers' Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?

Creating scientific dialogue through social media: exploration of Saudi pre-service science teachers

Experiences and practices of evolution instructors at Christian universities that can inform culturally competent evolution education

A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access

Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

Learning to Scaffold Science Academic Language: Lessons from an Instructional Coaching Partnership

A Teacher's Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

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