tandf: International Journal of Science Education: Table of ContentsTable of Contents for International Journal of Science Education. List of articles from both the latest and ahead of print issues.
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tandf: International Journal of Science Education: Table of Contentstandfen-USInternational Journal of Science EducationInternational Journal of Science Educationhttps://www.tandfonline.com/cms/asset/b4fc24e8-6741-44b0-b98a-2751a763a098/default_cover.jpg
https://www.tandfonline.com/loi/tsed20?af=R
Stories about gender inequalities and influence factors: a science club case study
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2235456?af=R
<a href="/toc/tsed20/46/5">Volume 46, Issue 5</a>, March 2024, Page 403-420<br/>. <br/>Volume 46, Issue 5, March 2024, Page 403-420<br/>. <br/>Stories about gender inequalities and influence factors: a science club case studydoi:10.1080/09500693.2023.2235456International Journal of Science Education2023-08-03T07:13:42ZMariana Buenestado-FernándezGerardo Ibarra-VazquezAzeneth PatiñoMaría Soledad Ramírez-Montoyaa Departamento de educación, Universidad de Cantabria, Santander, Spainb School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey, Mexicoc Institute for the Future of Education, Tecnologico de Monterrey, Monterrey, MexicoInternational Journal of Science Education4654034202024-03-23T07:00:00Z2024-03-23T07:00:00Z10.1080/09500693.2023.2235456https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2235456?af=R‘If you wanted to take this model and throw nitrogen at it, it would fit’: synthesis approach to modelling to learn about biogeochemical cycles
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2240524?af=R
<a href="/toc/tsed20/46/5">Volume 46, Issue 5</a>, March 2024, Page 421-439<br/>. <br/>Volume 46, Issue 5, March 2024, Page 421-439<br/>. <br/>‘If you wanted to take this model and throw nitrogen at it, it would fit’: synthesis approach to modelling to learn about biogeochemical cyclesdoi:10.1080/09500693.2023.2240524International Journal of Science Education2023-08-03T05:38:21ZAyça K. FacklerDaniel K. Cappsa Department of Learning, Teaching, and Curriculum, The University of Missouri, Columbia, MO, USAb Department of Mathematics, Science, and Social Studies Education, The University of Georgia, Athens, GA, USAInternational Journal of Science Education4654214392024-03-23T07:00:00Z2024-03-23T07:00:00Z10.1080/09500693.2023.2240524https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2240524?af=RCzech and Slovak intended curricula in science subjects and mathematics: a comparative study
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2243372?af=R
<a href="/toc/tsed20/46/5">Volume 46, Issue 5</a>, March 2024, Page 440-461<br/>. <br/>Volume 46, Issue 5, March 2024, Page 440-461<br/>. <br/>Czech and Slovak intended curricula in science subjects and mathematics: a comparative studydoi:10.1080/09500693.2023.2243372International Journal of Science Education2023-08-11T08:38:14ZPetr KácovskýTereza JedličkováRadim KubaMarie SnětinováPetra SurynkováMatěj VrhelEva Stratilová Urválkováa Department of Physics Education, Faculty of Mathematics and Physics, Charles University, Prague, Czech Republicb Institute of Geology and Paleontology, Faculty of Science, Charles University, Prague, Czech Republicc Department of Biology Education, Faculty of Science, Charles University, Prague, Czech Republicd Department of Mathematics Education, Faculty of Mathematics and Physics, Charles University, Prague, Czech Republice Department of Social Geography and Regional Development, Faculty of Science, Charles University, Prague, Czech Republicf Department of Chemical Education, Faculty of Science, Charles University, Prague, Czech RepublicInternational Journal of Science Education4654404612024-03-23T07:00:00Z2024-03-23T07:00:00Z10.1080/09500693.2023.2243372https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2243372?af=REvaluation of knowledge in science lessons: an analysis of epistemic practices in an 8th grade classroom
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2244121?af=R
<a href="/toc/tsed20/46/5">Volume 46, Issue 5</a>, March 2024, Page 462-484<br/>. <br/>Volume 46, Issue 5, March 2024, Page 462-484<br/>. <br/>Evaluation of knowledge in science lessons: an analysis of epistemic practices in an 8th grade classroomdoi:10.1080/09500693.2023.2244121International Journal of Science Education2023-08-11T04:47:56ZEdyth Priscilla Campos SilvaSérgio Torquato de OliveiraLuiz Gustavo FrancoDepartment of Methods and Techniques of Teaching, Federal University of Minas Gerais, Belo Horizonte, BrazilInternational Journal of Science Education4654624842024-03-23T07:00:00Z2024-03-23T07:00:00Z10.1080/09500693.2023.2244121https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2244121?af=RResearch trends on systems thinking approach in science education
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2245106?af=R
<a href="/toc/tsed20/46/5">Volume 46, Issue 5</a>, March 2024, Page 485-502<br/>. <br/>Volume 46, Issue 5, March 2024, Page 485-502<br/>. <br/>Research trends on systems thinking approach in science educationdoi:10.1080/09500693.2023.2245106International Journal of Science Education2023-08-16T05:57:15ZUlku Seher BudakGaye Defne CeyhanDepartment of Mathematics and Science Education, Bogazici University, Istanbul, TurkeyInternational Journal of Science Education4654855022024-03-23T07:00:00Z2024-03-23T07:00:00Z10.1080/09500693.2023.2245106https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2245106?af=RMeasuring high school student engagement in science learning: an adaptation and validation study
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2248668?af=R
. <br/>. <br/>Measuring high school student engagement in science learning: an adaptation and validation studydoi:10.1080/09500693.2023.2248668International Journal of Science Education2023-08-24T06:12:07ZTingting LiPeng HeLina Penga Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, USAb CREATE for STEM Institute, Michigan State University, East Lansing, MI, USAc Qingdao No. 58 High School, Qingdao, Shandong, People's Republic of Chinad College of Chemistry, Northeast Normal University, Changchun, People’s Republic of ChinaInternational Journal of Science Education12410.1080/09500693.2023.2248668https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2248668?af=RHigh school science teachers’ assessment literacy for inquiry-based science instruction
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2251657?af=R
. <br/>. <br/>High school science teachers’ assessment literacy for inquiry-based science instructiondoi:10.1080/09500693.2023.2251657International Journal of Science Education2023-08-30T08:03:03ZChing-Sui HungHsin-Kai Wua Taipei Municipal Heping Senior High School, Taipei, Taiwanb Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwanc Faculty of Education, University of Johannesburg, Johannesburg, South AfricaInternational Journal of Science Education12210.1080/09500693.2023.2251657https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2251657?af=RContext-based learning in flipped middle school chemistry class
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2250067?af=R
. <br/>. <br/>Context-based learning in flipped middle school chemistry classdoi:10.1080/09500693.2023.2250067International Journal of Science Education2023-09-02T06:34:44ZAfrah AssiAnat CohenThe School of Education, Tel Aviv University, Tel Aviv, IsraelInternational Journal of Science Education12010.1080/09500693.2023.2250067https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2250067?af=RPromoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2251189?af=R
. <br/>. <br/>Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issuesdoi:10.1080/09500693.2023.2251189International Journal of Science Education2023-09-07T01:50:21ZBanu Avsar ErumitBahadir NamdarAyşegül Oğuz Namdara Mathematics and Science Education, Recep Tayyip Erdogan University, Rize, Turkeyb Mathematics and Science Education, Ege University, Izmir, Turkeyc Elementary Education, Recep Tayyip Erdogan University, Rize, TurkeyInternational Journal of Science Education13010.1080/09500693.2023.2251189https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2251189?af=RHas the coronavirus pandemic changed students’ conceptions of microorganisms? Evidence from elementary school
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2256459?af=R
. <br/>. <br/>Has the coronavirus pandemic changed students’ conceptions of microorganisms? Evidence from elementary schooldoi:10.1080/09500693.2023.2256459International Journal of Science Education2023-09-12T07:53:36ZValeria Edelszteina Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentinab Centro de Formación e Investigación en Enseñanza de las Ciencias (CEFIEC), Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires (UBA), Buenos Aires, ArgentinaInternational Journal of Science Education11710.1080/09500693.2023.2256459https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2256459?af=RExamining the link between oral and written reasoning within a generative learning environment: the impact of the Science Writing Heuristic approach
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2256460?af=R
. <br/>. <br/>Examining the link between oral and written reasoning within a generative learning environment: the impact of the Science Writing Heuristic approachdoi:10.1080/09500693.2023.2256460International Journal of Science Education2023-09-14T11:10:57ZFatma YamanBrian Handa Department of Science Education, Yozgat Bozok University, Yozgat, Türkiyeb Department of Teaching and Learning, The University of Iowa, Iowa City, IA, USAInternational Journal of Science Education12310.1080/09500693.2023.2256460https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2256460?af=RWhich side are you on? The role of attitudes in reasoning practices in student-group interactions regarding a socio-scientific issue related to climate change
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2253367?af=R
. <br/>. <br/>Which side are you on? The role of attitudes in reasoning practices in student-group interactions regarding a socio-scientific issue related to climate changedoi:10.1080/09500693.2023.2253367International Journal of Science Education2023-09-21T04:58:24ZHeidi KristensenErik KnainDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayInternational Journal of Science Education12110.1080/09500693.2023.2253367https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2253367?af=REvaluation of the effect of in-class activity-based practices on scientific reasoning skills of pre-service science teachers
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2258253?af=R
. <br/>. <br/>Evaluation of the effect of in-class activity-based practices on scientific reasoning skills of pre-service science teachersdoi:10.1080/09500693.2023.2258253International Journal of Science Education2023-09-24T08:16:08ZSerpil KaraOktay Aslana Ahmet Keleşoğlu Faculty of Education, Department of Science Education, Necmettin Erbakan University, Konya, Türkiyeb School of Education, University of Leeds, Leeds, UKInternational Journal of Science Education12210.1080/09500693.2023.2258253https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2258253?af=RJunior high school students’ views of nature of science: evidence from a private school in Davao Region, Philippines
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2260522?af=R
. <br/>. <br/>Junior high school students’ views of nature of science: evidence from a private school in Davao Region, Philippinesdoi:10.1080/09500693.2023.2260522International Journal of Science Education2023-09-24T09:42:36ZLouie B. GerondioWhelyn Aura R. UnabiaZaira M. MayangJemer A. AlimbonDepartment of Teacher Education, UM Tagum College, Tagum City, PhilippinesInternational Journal of Science Education11910.1080/09500693.2023.2260522https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2260522?af=RWhat are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2262728?af=R
. <br/>. <br/>What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learnersdoi:10.1080/09500693.2023.2262728International Journal of Science Education2023-09-28T06:03:31ZYanan ZhangYing ZhanZhi Hong WanDaner Suna School of Education, Renmin University of China, Beijing, People’s Republic of Chinab Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, ChinaInternational Journal of Science Education11610.1080/09500693.2023.2262728https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2262728?af=RLocal biodiversity: students’ interests and perceptions, and teaching materials
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2263916?af=R
. <br/>. <br/>Local biodiversity: students’ interests and perceptions, and teaching materialsdoi:10.1080/09500693.2023.2263916International Journal of Science Education2023-10-14T06:31:24ZCarolina Maria Boccuzzi SantanaAndreia dos Santos CalegariGraça S. CarvalhoJoão Paulo Reis SoaresEster Aparecida Ely de AlmeidaJéssica JorgeFernanda Franzolina Federal University of the ABC, Centre for Natural and Human Sciences, Santo André, Brazilb University of Minho, CIEC, Institute of Education, Braga, PortugalInternational Journal of Science Education12010.1080/09500693.2023.2263916https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2263916?af=R‘But, is it supposed to be a straight line?’ Scaffolding students’ experiences with pressure sensors and material resistance in a high school biology classroom
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2260064?af=R
. <br/>. <br/>‘But, is it supposed to be a straight line?’ Scaffolding students’ experiences with pressure sensors and material resistance in a high school biology classroomdoi:10.1080/09500693.2023.2260064International Journal of Science Education2023-10-29T07:06:16ZNatalya St. ClairA. Lynn StephensHee-Sun LeeThe Concord Consortium, Concord, MA, USAInternational Journal of Science Education12410.1080/09500693.2023.2260064https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2260064?af=RComparing digital identification guides with traditional guidebooks in a bird field trip
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2272602?af=R
. <br/>. <br/>Comparing digital identification guides with traditional guidebooks in a bird field tripdoi:10.1080/09500693.2023.2272602International Journal of Science Education2023-10-29T07:18:23ZJanina VanhöfenChristoph RandlerFreya NeunhoefferTalia HärtelCheyenne EngeserChristian Fischera Department of Biology, University of Tübingen, Tübingen, Germanyb Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, GermanyInternational Journal of Science Education12410.1080/09500693.2023.2272602https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2272602?af=RStatus and trends of socioscientific issues in educational literature: insights and extensions from a co-word analysis
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2272603?af=R
. <br/>. <br/>Status and trends of socioscientific issues in educational literature: insights and extensions from a co-word analysisdoi:10.1080/09500693.2023.2272603International Journal of Science Education2023-10-29T07:20:21ZKai-Yu TangTzu-Chiang LinYing-Shao Hsua Graduate Institute of Library & Information Science, National Chung Hsing University, Taichung, Taiwanb Innovation and Development Center of Sustainable Agriculture, National Chung Hsing University, Taichung, Taiwanc Center for Teacher Education, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwand Center for the Liberal Arts, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwane Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwanf Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, TaiwanInternational Journal of Science Education12510.1080/09500693.2023.2272603https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2272603?af=RCompleting the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2256458?af=R
. <br/>. <br/>Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquirydoi:10.1080/09500693.2023.2256458International Journal of Science Education2023-11-19T09:47:00ZJudith S. LedermanSelina BartelsJuan JimenezNorman G. LedermanKatherine AcostaKarina AdboValarie L. AkersonMariana a. Bologna Soares de AndradeLucy AvraamidouKerry-Anne BarberEstelle BlanquetSaouma BoujaoudeRosa CardosoClaire Dresslar CesljarevPawat ChaipidechCatherine Pozarski ConnollyDavid T. CrowtherPabi Maya DasÖzgür Kivilcan DoganAni EpitropovaNaruho FukudaLichun GaiSoraya HamedCigdem Han-TosunogluGary M. HollidayXiao HuangRola KhishfeAnna KoumaraElianna KraanJari LavonenJessica Shuk Ching LeungaYanmei LiMila Rosa Librea-CardenCheng LiuShiang-Yao LiuKendra McMahonMarlene MoralesPatricia D. MorrellIrene NeumannJisun ParkMafor PennEric PicholleKaterine PlakitsiUmesh RamnarainZhelyazka RaykovaArantza RicoFátima Rodríguez-marínAritz Ruiz-GonzálezCarl-Johan RundgrenRichard Deanne SagunSuvi SalonenHui ShaoNiwat SrisawasdiAik Ling TanRadu Bogdan Toma TsheringZeynep ÜnsalClara Vidal CarullaJana VisnovskaFrauke VoitleYalcin YalakiHye-jin YooQuianyun Zhua Illinois Institute of Technology, Chicago, USAb Valparaiso University, Valparaiso, USAc University of Talca, Linares, Chiled Illinois Institute of Technology, Chicago, USAe Universidad de Tarapacá, Chile, South Americaf Malmö University, Malmö, Swedeng Indiana University, Bloomington, USAh Universidade Estadual de Londrina, Londrina, Brazili University of Groningen, Groningen, Netherlandsj Bath Spa University, Bath, UKk Université de Bordeaux, Bordeaux, Francel American University of Beirut, Beirut, Lebanonm Pontificia Universidad Católica del Perú, Lima, Perun Khon Kaen University, Khon Kaen, Thailando Northwest Regional Professional Development Program, Nevada, USAp University of Nevada, Nevada, USAq Darla Middle Secondary School, Tala, Bhutanr Marmara University, Istanbul, Turkeys University of Plovdiv, Plovdiv, Bulgariat Ritsumeikan Junior and High School, Tsukuba, Japanu Hebei Normal University, Shijiazhuang, Chinav Universidad de Sevilla, Sevilla, Spainw The University of Akron, Ohio, USAx Zhejiang Normal University, Jinhua, Chinay University of Ioannina, Ioannina, Greecez University of Helsinki, Helsinki, Finlandaa The University of Hong Kong, Hong Kong, Chinabb Northeast Normal University, Changchun, Chinacc University of North Texas, Denton, USAdd Beijing Normal University, Beijing, Chinaee National Taiwan Normal University, Taipei, Taiwan, Province of Chinaff The University of Queensland, Queensland, Australiagg Leibniz-Institute for Science and Mathematics Education, Kiel, Kiel, Germanyhh Ewha Womans University, Seoul, Korea, Democratic People's Republicii University of Johannesburg, Johannesburg, South Africajj Institut de Physique de Nice (INPHYNI), Nice, Francekk University of the Basque Country (UPV/EHU), Basque, Spainll Stockholm University, Stockholm, Swedenmm The Children's Guild School of Prince George´s County, Maryland, USAnn Jining N°1 High School, Jining, Chinaoo Nanyang Technological University, Singapore, Singaporepp Universidad de Burgos, Burgos, Spainqq Gothenburg University, Gothenburg, Swedenrr The University of Queensland, St Lucia, Australiass Leibniz University Hannover, Hannover, Germanytt Hacettepe University, Ankara, Turkeyuu Dongyang Second Experimental Primary School, Dongyang, ChinaInternational Journal of Science Education11710.1080/09500693.2023.2256458https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2256458?af=RPromoting evolution acceptance through philosophical dialogue in the classroom
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2276685?af=R
. <br/>. <br/>Promoting evolution acceptance through philosophical dialogue in the classroomdoi:10.1080/09500693.2023.2276685International Journal of Science Education2023-11-24T10:05:19ZDeborah BernhardMarkus WilhelmDominik HelblingInstitute for Education in Science and Social Studies, University of Teacher Education Lucerne, Lucerne, SwitzerlandInternational Journal of Science Education12910.1080/09500693.2023.2276685https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2276685?af=RRetrieval-based learning versus discussion; which review practice will better enhance primary school students’ knowledge of scientific content?
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2283906?af=R
. <br/>. <br/>Retrieval-based learning versus discussion; which review practice will better enhance primary school students’ knowledge of scientific content?doi:10.1080/09500693.2023.2283906International Journal of Science Education2023-11-24T10:20:06ZAnna JakobssonJenny LobergMaria Kjörka Department of Social and Behavioural Studies, Division of Educational Science and Languages, University West, Trollhättan, Swedenb Foundation Nordens Ark, Åby Säteri, Hunnebostrand, Swedenc Department of Animal Environment and Health, Swedish University of Agricultural Science, Skara, SwedenInternational Journal of Science Education12310.1080/09500693.2023.2283906https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2283906?af=RTeaching nanotechnology concepts in early-primary education: an experimental study using digital games
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2286299?af=R
. <br/>. <br/>Teaching nanotechnology concepts in early-primary education: an experimental study using digital gamesdoi:10.1080/09500693.2023.2286299International Journal of Science Education2023-11-30T09:42:21ZPandora DoroukaMichail Kalogiannakisa Department of Preschool Education, University of Crete, Rethymno, Greeceb Department of Special Education, University of Thesssaly, GreeceInternational Journal of Science Education12810.1080/09500693.2023.2286299https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2286299?af=RExamining the educative nature of selected physical sciences textbooks about electrostatics using pedagogical content knowledge
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2288661?af=R
. <br/>. <br/>Examining the educative nature of selected physical sciences textbooks about electrostatics using pedagogical content knowledgedoi:10.1080/09500693.2023.2288661International Journal of Science Education2023-12-11T05:45:18ZErnest Nkosingiphile MazibeMarissa Rollnicka Department of Science and Technology Education, College of Education, University of South Africa, Pretoria, South Africab Wits School of Education, University of the Witwatersrand, Johannesburg, South AfricaInternational Journal of Science Education11810.1080/09500693.2023.2288661https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2288661?af=RUsing educative learning progression to support novice science teachers’ lesson plan critiques
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2285259?af=R
. <br/>. <br/>Using educative learning progression to support novice science teachers’ lesson plan critiquesdoi:10.1080/09500693.2023.2285259International Journal of Science Education2023-12-11T05:47:16ZXiaoming ZhaiYue Yina Department of Mathematics, Science, and Social Studies Education, University of Georgia, Athens, GA, USAb AI4STEM Education Center, University of Georgia, Athens, GA, USAc Department of Educational Psychology, University of Illinois Chicago, Chicago, IL, USAInternational Journal of Science Education13010.1080/09500693.2023.2285259https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2285259?af=RWhy female students leave science classes for social science classes in Cambodia: A two-level hierarchical linear model
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2291425?af=R
. <br/>. <br/>Why female students leave science classes for social science classes in Cambodia: A two-level hierarchical linear modeldoi:10.1080/09500693.2023.2291425International Journal of Science Education2023-12-13T07:31:56ZSokunrith PovGraduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, JapanInternational Journal of Science Education12110.1080/09500693.2023.2291425https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2291425?af=RMapping out the structural relationship of middle school students’ use of talk and gestures and group outcomes’ quality in collaborative science problem-solving activities
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2289484?af=R
. <br/>. <br/>Mapping out the structural relationship of middle school students’ use of talk and gestures and group outcomes’ quality in collaborative science problem-solving activitiesdoi:10.1080/09500693.2023.2289484International Journal of Science Education2023-12-13T07:34:27ZArif RachmatullahNonye AlozieHui Yanga SRI International Education Division, Center for Education Research and Innovation, Menlo Park, CA, USAb SRI International Education Division, Center for Education Research and Innovation, Arlington, VA, USAInternational Journal of Science Education14810.1080/09500693.2023.2289484https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2289484?af=RSociocultural ways of conceptualizing professional vision to support and study novice science teachers’ learning
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2290602?af=R
. <br/>. <br/>Sociocultural ways of conceptualizing professional vision to support and study novice science teachers’ learningdoi:10.1080/09500693.2023.2290602International Journal of Science Education2023-12-17T11:37:29ZMaría Esther Téllez-AcostaScott McDonaldAndres Achera Institute for School Pedagogy and Primary School Didactics, Martin-Luther-University Halle-Wittenbergb Department of Curriculum and Instruction, College of Education, The Pennsylvania State Universityc Faculty of Biology, Primary Science Education, University of BielefeldInternational Journal of Science Education12110.1080/09500693.2023.2290602https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2290602?af=REngaging science teachers virtually in dialogical collaborative action research to improve science teaching during the COVID-19 pandemic
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2296533?af=R
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. <br/>. <br/>Professional learning in primary science: developing teacher confidence to improve the leadership of teaching and learningdoi:10.1080/09500693.2023.2288660International Journal of Science Education2023-12-22T05:05:46ZAndy MarkwickMichael J. ReissInstitute of Education, University College London, London, United KingdomInternational Journal of Science Education12110.1080/09500693.2023.2288660https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2288660?af=RPathways to low-SES student success in science: a fuzzy-set qualitative comparative analysis
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. <br/>. <br/>Pathways to low-SES student success in science: a fuzzy-set qualitative comparative analysisdoi:10.1080/09500693.2023.2266788International Journal of Science Education2023-10-13T08:28:48ZShaohui ChiZuhao WangCollege of Teacher Education, Faculty of Education, East China Normal University, Shanghai, People’s Republic of ChinaInternational Journal of Science Education12610.1080/09500693.2023.2266788https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2266788?af=RTeaching immunology in the 21st century: a scoping review of emerging challenges and strategies
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. <br/>. <br/>Teaching immunology in the 21st century: a scoping review of emerging challenges and strategiesdoi:10.1080/09500693.2023.2300380International Journal of Science Education2024-01-08T05:53:59ZMerav SianiIlana DuboviAnna BorushkoMichal Haskel-Ittaha Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israelb Herzog College, Alon Shvut, Israelc Nursing Department, The Stanley Steyer School of Health Professions, Faculty of Medicine, Tel Aviv University, Tel Aviv-Yafo, IsraelInternational Journal of Science Education12210.1080/09500693.2023.2300380https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300380?af=RAn examination of an inquiry-based hybrid online/in-person science methods course
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. <br/>. <br/>An examination of an inquiry-based hybrid online/in-person science methods coursedoi:10.1080/09500693.2023.2300090International Journal of Science Education2024-01-10T05:08:41ZIngrid CarterCody HarringtonSusan Ahrendta Metropolitan State University of Denver, Denver, CO, USAb State University of New York, Cortland, NY, USAInternational Journal of Science Education11910.1080/09500693.2023.2300090https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300090?af=RInvestigating science identity classifications of rural high school students: a person-centered approach
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. <br/>. <br/>Investigating science identity classifications of rural high school students: a person-centered approachdoi:10.1080/09500693.2023.2293681International Journal of Science Education2024-01-16T05:59:27ZMary Elizabeth LockhartOi-Man KwokMyeongsun Yoona Department of Teaching, Leaning & Culture, Texas A&M University, College Station, TX, USAb Department of Educational Psychology, Texas A&M University, College Station, TX, USAInternational Journal of Science Education11910.1080/09500693.2023.2293681https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2293681?af=RPseudoscientific beliefs and media literacy
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. <br/>. <br/>Pseudoscientific beliefs and media literacydoi:10.1080/09500693.2023.2300379International Journal of Science Education2024-01-19T07:04:55ZHasan Şahin KızılcıkPhysics Education Department, Gazi University, Ankara, TurkeyInternational Journal of Science Education11510.1080/09500693.2023.2300379https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300379?af=RReasoning about data in elementary school: student strategies and strengths when reasoning with multiple variables
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. <br/>. <br/>Reasoning about data in elementary school: student strategies and strengths when reasoning with multiple variablesdoi:10.1080/09500693.2023.2298214International Journal of Science Education2024-01-19T07:05:51ZJessica SicklerMichelle LentznerLynn T. GoldsmithLauren BraseRandall Kochevara J. Sickler Consulting, Pittsburgh, PA, USAb Education Development Center, Waltham, MA, USAc American Geosciences Institute, Alexandria, VA, USAInternational Journal of Science Education12110.1080/09500693.2023.2298214https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2298214?af=RImproving argumentation by teaching philosophy of science with critical questions in Chinese senior high school
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. <br/>. <br/>Improving argumentation by teaching philosophy of science with critical questions in Chinese senior high schooldoi:10.1080/09500693.2023.2297752International Journal of Science Education2024-01-19T07:07:04ZXiaoming Shia College of Humanities, Ningbo University of Finance & Economics, Ningbo, People's Republic of Chinab Ningbo Xiaoshi High School, Ningbo, People's Republic of Chinac The Institute of Asia and Pacific Studies, University of Nottingham, Ningbo, People’s Republic of ChinaInternational Journal of Science Education12310.1080/09500693.2023.2297752https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2297752?af=REvolution in European and Israeli school curricula – a comparative analysis
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. <br/>. <br/>Evolution in European and Israeli school curricula – a comparative analysisdoi:10.1080/09500693.2023.2293090International Journal of Science Education2024-01-19T07:09:15ZEvangelia MavrikakiGiulia RealdonTuomas AiveloAni BajramiÇiçek Dilek BakanayAnna BeniermannJelena BlagojevićEgle ButkevicieneBento CavadasCostantina CossuDragana CvetkovićSzymon M. DrobniakZelal Özgür DurmuşRadka Marta DvořákováMarcel EensEsra EretSeckin ErogluMałgorzata Anna GazdaMartha GeorgiouNeil J. GostlingTanja GregorčičVanda JanštováTania JenkinsAnttoni KervinenKonstantinos KorfiatisPaul KuschmierzÁdám Z. LendvaiJoelyn de LimaFundime MiriTeresa NogueiraAndreas PanayidesSylvia PaolucciPenelope PapadopoulouPatrícia PessoaRianne PinxtenJoana Rios RochaAndrea Fernández SánchezMerav SianiElvisa SokoliBruno SousaPanagiotis K. StasinakisGregor TorkarAsta ValackieneMáté VargaLucía Vázquez BenAnat YardenXana Sá-Pintoa Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Athens, Greeceb Geology Section, UNICAMearth Group, University of Camerino, Camerino, Italyc Faculty of Biological and Environmental Sciences, University of Helsinki, Helsinki, Finlandd Museum of Natural Sciences ‘Sabiha Kasimati’, University of Tirana, Tirana, Albaniae Faculty of Education, Department of Elementary Education, University of Istanbul Aydın, Istanbul, Turkeyf Department of Biology, Humboldt-Universität zu Berlin, Berlin, Germanyg Department of Genetic Research, Institute for Biological Research “Siniša Stanković” – National Institute of the Republic of Serbia, University of Belgrade, Belgrade, Serbiah Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, Kaunas, Lithuaniai CeiED – Lusófona University, Polytechnic Institute of Santarém, Santarém, Portugalj Équipe Formativa Territoriale Regione Sardegna, Ministry of Education, Sardegna, Italyk Department of Genetics and Evolution, Faculty of Biology, University of Belgrade, Belgrade, Serbial Institute of Environmental Sciences, Jagiellonian University, Kraków, Polandm School of Biological, Environmental & Earth Sciences, University of New South Wales, Sydney, Australian Graduate School of Science and Engineering, Hacettepe University, Ankara, Turkeyo Faculty of Science, Department of Biology Education, Charles University, Prague, Czech Republicp Behavioural Ecology and Ecophysiology Group, Department of Biology, University of Antwerp, Antwerp, Belgiumq Center for Advancing Teaching and Learning, Middle East Technical University, Ankara, Turkeyr Department of Biological Sciences, Middle East Technical University, Ankara, Turkeys CIBIO, Centro de Investigação em Biodiversidade e Recursos Genéticos, InBIO, Universidade do Porto, Vairão, Portugalt Comparative Functional Genomics Group, Institut Pasteur, Université de Paris, Paris, Franceu Department of Biology, National and Kapodistrian University of Athens, Athens, Greecev Faculty of Environmental and Life Sciences, The School of Biological Sciences, Southampton, UKw Faculty of Education, Department of Biology, Chemistry and Home Economics, University of Ljubljana, Ljubljana, Sloveniax Science II, University of Geneva, Geneva, Switzerlandy Faculty of Educational Sciences, Faculty of Biological and Environmental Sciences, University of Helsinki, Helsinki, Finlandz Department of Education, University of Cyprus, Nicosia, Cyprusaa Institute for Biology Education, Justus Liebig University Giessen, Giessen, Germanyab Department of Evolutionary Zoology and Human Biology, University of Debrecen, Debrecen, Hungaryac The Swiss Federal Institute of Technology (EPFL), Michigan State University, Lausanne, Switzerlandad W.K. Kellogg Biological Station, Michigan State University, MI, USAae Department of Biology, University of Tirana, Tirana, Albaniaaf INIAV – National Institute for Agrarian and Veterinary Research, Vairão, Portugalag cE3c Center for Ecology, Evolution and Environmental Change & CHANGE – Global Change and Sustainability Institute, Faculdade de Ciências, Universidade de Lisboa, Lisbon, Portugalah Laboratorio di Scienze Sperimentali, Foligno, Italyai Department of Early Childhood Education, University of Western Macedonia, Florina, Greeceaj University of Trás-os-Montes e Alto Douro, Vila Real, Portugalak Research Centre on Didactics and Technology in the Education of Trainers, Department of Education and Psychology, University of Aveiro, Aveiro, Portugalal Research Unit Didactica, Antwerp School of Education, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgiumam Department of Pedagogy & Didactics, Faculty of Educational Sciences, University of A Coruña, A Coruña, Spainan Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israelao Herzog College, Alon Shvut, Israelap Faculty of Social Sciences, University of Tirana, Tirana, Albaniaaq Alpoente – Albufeira Poente School Group, Albufeira, Portugalar Ampelokipoi Laboratory Centre for Natural Sciences (EKFE), Athens, Greeceas Faculty of Public Governance and Business, Mykolas Romeris University, Vilnius, Lithuaniaat Department of Genetics, ELTE Eötvös Loránd University, Budapest, Hungaryau Department of Education and Psychology, Research Centre in Didactics and Technology in Teacher Training (CIDTFF.UA)University of Aveiro, Aveiro, PortugalInternational Journal of Science Education12710.1080/09500693.2023.2293090https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2293090?af=RSupporting chemistry teachers’ formative assessment with a three-dimensional learning progression
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. <br/>. <br/>Supporting chemistry teachers’ formative assessment with a three-dimensional learning progressiondoi:10.1080/09500693.2023.2291692International Journal of Science Education2024-01-19T07:09:56ZÖzge Can AranErin Marie FurtakJason Y. Buella Curriculum and Instruction, Hacettepe University, Ankara, Turkeyb School of Education, University of Colorado Boulder, Boulder, Colorado, USAc School of Education and Social Policy, Northwestern University, Evanston, IL, USAInternational Journal of Science Education12210.1080/09500693.2023.2291692https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2291692?af=RAn Indian perspective on interdisciplinary storylines and science practices in a socio-cultural context
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. <br/>. <br/>An Indian perspective on interdisciplinary storylines and science practices in a socio-cultural contextdoi:10.1080/09500693.2023.2289030International Journal of Science Education2024-01-19T07:11:13ZSushma SardanaAlka MuddgalAmity Institute of Education, Amity University Uttar Pradesh, Noida, IndiaInternational Journal of Science Education12610.1080/09500693.2023.2289030https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2289030?af=REarly childhood science practices observation tool (EC-SPOT): assessing science practices across multiple classroom contexts
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. <br/>. <br/>Early childhood science practices observation tool (EC-SPOT): assessing science practices across multiple classroom contextsdoi:10.1080/09500693.2024.2305634International Journal of Science Education2024-01-24T06:06:10ZDaryl GreenfieldBetty ZanChristine McWayneMichael HarrisAlexandra AlexanderWendy OchoaJayanthi Mistrya Psychology (Greenfield & Alexander), University of Miami, Coral Gables, FL, USAb Curriculum and Instruction (Zan), University of Northern Iowa, Cedar Falls, IA, USAc Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford, MA, USAd Counseling Psychology (Harris), Boston College, Chestnut Hill, MA, USAe Child and Family Development (Ochoa), San Diego State University, San Diego, CA, USAInternational Journal of Science Education11910.1080/09500693.2024.2305634https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2305634?af=RThe impact of artificial intelligence on scientific practices: an emergent area of research for science education
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. <br/>. <br/>The impact of artificial intelligence on scientific practices: an emergent area of research for science educationdoi:10.1080/09500693.2024.2306604International Journal of Science Education2024-02-05T06:34:53ZSibel ErduranOlivia Levrinia Department of Education, University of Oxford, Oxford, UKb Department of Physics and Astronomy, University of Bologna, Bologna, ItalyInternational Journal of Science Education1810.1080/09500693.2024.2306604https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2306604?af=RSSI-based instruction by secondary school teachers: what really happens in class?
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. <br/>. <br/>SSI-based instruction by secondary school teachers: what really happens in class?doi:10.1080/09500693.2024.2303779International Journal of Science Education2024-02-05T06:36:58ZSilvia Alcaraz-DominguezYael ShwartzMario Barajasa Departament de didàctica i organització Educativa, Universitat de Barcelona Facultat d'Educacio, Barcelona, Spainb Weizmann Institute of Science, Science Teaching, Rehovot, IsraelInternational Journal of Science Education11910.1080/09500693.2024.2303779https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2303779?af=RThreshold practices as a key in supporting students’ epistemic agency in the science classroom
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. <br/>. <br/>Threshold practices as a key in supporting students’ epistemic agency in the science classroomdoi:10.1080/09500693.2024.2314008International Journal of Science Education2024-02-08T04:23:03ZPhil Seok OhHeesoo HaSeungho Maenga Department of Science Education, Gyeongin National University of Education, Anyang, Republic of Koreab Center for Educational Research, Seoul National University, Seoul, Republic of Koreac Department of Science Education, Seoul National University of Education, Seoul, Republic of KoreaInternational Journal of Science Education11910.1080/09500693.2024.2314008https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2314008?af=RClimate change education implementation: the voices of policymakers, professional development providers, and teachers in five countries
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. <br/>. <br/>Climate change education implementation: the voices of policymakers, professional development providers, and teachers in five countriesdoi:10.1080/09500693.2024.2314572International Journal of Science Education2024-02-10T10:18:33ZOrit Ben Zvi AssarafVaille DawsonEfrat EilamTuba GokpinarDaphne GoldmanNofar NaugaukerGusti Agung Paramitha Eka PutriAgung Wijaya SubiantoroSakari TolppanenPeta WhiteHelen Widdop QuintonJustin Dillona School of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israelb Graduate School of Education, The University of Western Australia, Perth, Australiac The College of Arts and Education, Victoria University, Melbourne, Australiad Institute of Education, University College London, London, UKe Beit Berl College, Tel Aviv University, Tel Aviv, Israelf Nossal Institute for Global Health, University of Melbourne, Melbourne, Australiag Department of Biology Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesiah School of applied Educational Sciences an Teacher Education, University of Eastern Finland, Joensuu, Finlandi Faculty of Arts and Education, Deakin University, Burwood, Australiaj Science and environmental education (Curriculum, Pedagogy and Assessment), University College London, London, UKInternational Journal of Science Education12310.1080/09500693.2024.2314572https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2314572?af=RFacilitating students’ design thinking skills in science class: an exploratory study
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. <br/>. <br/>Facilitating students’ design thinking skills in science class: an exploratory studydoi:10.1080/09500693.2024.2309658International Journal of Science Education2024-02-12T11:37:52ZLiying ZhuLiying ShuPeiyao TianDaner SunMa Luoa College of Education, Zhejiang Normal University, Jinhua, Zhejiang, People’s Republic of Chinab Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of Chinac College of Teacher Education, Ningbo University, Ningbo City, People’s Republic of ChinaInternational Journal of Science Education12210.1080/09500693.2024.2309658https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2309658?af=RElementary teachers as collaborators: developing educative support materials for citizen science projects
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. <br/>. <br/>Elementary teachers as collaborators: developing educative support materials for citizen science projectsdoi:10.1080/09500693.2024.2311801International Journal of Science Education2024-02-17T04:25:35ZSarah J. CarrierLindsey H. SachsJill M. McGowanMeredith HayesP. Sean SmithChristine L. GoforthSarah E. Safleya Teacher Education and Learning Sciences, North Carolina State University, Raleigh, North Carolina, USb Horizon Research, Inc. Chapel Hill, North Carolina, USc North Carolina Museum of Natural Sciences, Raleigh, North Carolina, USInternational Journal of Science Education12110.1080/09500693.2024.2311801https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2311801?af=RElementary teachers’ knowledge of using language as an epistemic tool in science classrooms: a case study
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. <br/>. <br/>Elementary teachers’ knowledge of using language as an epistemic tool in science classrooms: a case studydoi:10.1080/09500693.2024.2315567International Journal of Science Education2024-02-10T10:04:37ZQi SiJee K. SuhJale Ercan-DursunBrian HandGavin W. Fulmera Department of Curriculum and Instruction, The University of Alabama, Tuscaloosa, AL, USAb Department of Teaching and Learning, University of Iowa, Iowa City, IA, USAInternational Journal of Science Education12510.1080/09500693.2024.2315567https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2315567?af=RStudents’ epistemic emotions in a science classroom: their variations and interactions with practices in structured inquiry
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. <br/>. <br/>Students’ epistemic emotions in a science classroom: their variations and interactions with practices in structured inquirydoi:10.1080/09500693.2024.2315100International Journal of Science Education2024-02-20T09:37:12ZMoonhyun HanPhil Seok Oha Cheong-Am Elementary School, Paju-Si, Republic of Koreab Department of Science Education, Seoul National University of Education, Seoul, Republic of Koreac Department of Science Education, Gyeongin National University of Education, Anyang, Republic of KoreaInternational Journal of Science Education11810.1080/09500693.2024.2315100https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2315100?af=RUsing a diagrammatic approach to reveal variations in students’ instructional representations about the five kingdoms in biology between two cultural groups
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. <br/>. <br/>Using a diagrammatic approach to reveal variations in students’ instructional representations about the five kingdoms in biology between two cultural groupsdoi:10.1080/09500693.2024.2314009International Journal of Science Education2024-02-23T06:56:44ZYun-Ping GeWen-Jin YangHak-Ping Tama International Master’s Program of Learning & Instruction, National Taipei University of Education, Taipei, Taiwanb Graduate Institute of Sciences Education, National Taiwan Normal University, Taipei, TaiwanInternational Journal of Science Education12610.1080/09500693.2024.2314009https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2314009?af=RUsing simulations to meld didactic and constructivist teaching methods in complex second year STEM courses
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. <br/>. <br/>Using simulations to meld didactic and constructivist teaching methods in complex second year STEM coursesdoi:10.1080/09500693.2024.2314010International Journal of Science Education2024-03-04T06:01:35ZMaurizio CostabileDavid BirbeckClaire Aitchisona Clinical and Health Sciences, University of South Australia, Adelaide, Australiab Teaching Innovation, Unit University of South Australia, Adelaide, AustraliaInternational Journal of Science Education11810.1080/09500693.2024.2314010https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2314010?af=RTypologies of secondary school student academic resilience in science with classroom and school context predictors
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. <br/>. <br/>Typologies of secondary school student academic resilience in science with classroom and school context predictorsdoi:10.1080/09500693.2024.2321471International Journal of Science Education2024-03-08T05:01:06ZTao JiangHai Feng QianFu Qiang LiTai Jun Wanga Department of Physics, School of Materials Science and Engineering, Taizhou University, Taizhou, People’s Republic of Chinab Department of Science Education, School of Life Science, Taizhou University, Taizhou, People’s Republic of Chinac College of Teacher Education, Southwest University, Chongqing, People’s Republic of Chinad College of Teacher Education, Northwest Normal University, Lanzhou, People’s Republic of ChinaInternational Journal of Science Education13010.1080/09500693.2024.2321471https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2321471?af=RIntentional water and tired wood: exploring causes for primary teachers’ reference to intuitive construals in science education
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. <br/>. <br/>Intentional water and tired wood: exploring causes for primary teachers’ reference to intuitive construals in science educationdoi:10.1080/09500693.2024.2324852International Journal of Science Education2024-03-11T05:56:25ZSebastian TempelmannJakub SowulaTrix Cacchionea Institute for Research, Development and Evaluation, Bern University of Teacher Education, Bern, Switzerlandb Institute for Primary Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, SwitzerlandInternational Journal of Science Education12010.1080/09500693.2024.2324852https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2324852?af=RA positive presentation of wolves affects the explicit and implicit attitudes of schoolchildren towards them
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. <br/>. <br/>A positive presentation of wolves affects the explicit and implicit attitudes of schoolchildren towards themdoi:10.1080/09500693.2024.2327272International Journal of Science Education2024-03-11T05:56:27ZPavol ProkopJana Fančovičováa Department of Environmental Ecology and Landscape Management, Faculty of Natural Sciences, Comenius University, Bratislava, Slovakiab Institute of Zoology, Slovak Academy of Sciences, Bratislava, Slovakiac Faculty of Education, Trnava University, Trnava, SlovakiaInternational Journal of Science Education11810.1080/09500693.2024.2327272https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2327272?af=RLearning contexts and visions for STEM in schools
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. <br/>. <br/>Learning contexts and visions for STEM in schoolsdoi:10.1080/09500693.2024.2323032International Journal of Science Education2024-03-12T07:49:30ZMellita JonesVince GeigerGarry FalloonSharon FraserKim BeswickBenjamin Holland-TwiningVesife Hatisarua Faculty of Education and Arts, Australian Catholic University, Ballarat, Australiab Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, Australiac Institute of Education, Arts and Community, Federation University Australia, Ballarat, Australiad Faculty of Education, University of Tasmania, Launceston, Australiae School of Education, University of New South Wales, Sydney, Australiaf School of Education, Edith Cowan University, Joondalup, AustraliaInternational Journal of Science Education12110.1080/09500693.2024.2323032https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2323032?af=RInvestigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
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. <br/>. <br/>Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about modelsdoi:10.1080/09500693.2023.2253368International Journal of Science Education2023-09-24T08:16:00ZPaul EngelschaltTom BielikMoritz KrellDirk KrügerAnnette Upmeier zu Belzena Biology Education, Humboldt-Universität zu Berlin, Berlin, Germanyb Biology Education, Beit Berl, Kfar Saba, Israelc Faculty of Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germanyd Biology Education, Freie Universität Berlin, Berlin, GermanyInternational Journal of Science Education12410.1080/09500693.2023.2253368https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2253368?af=RScience self-efficacy beliefs of upper primary students in Ireland
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. <br/>. <br/>Science self-efficacy beliefs of upper primary students in Irelanddoi:10.1080/09500693.2023.2245947International Journal of Science Education2023-10-07T03:56:20ZSarah CarrollVeronica McCauleyMuriel Grenona School of Biological and Chemical Sciences, University of Galway, Galway, Irelandb School of Education, University of Galway, Galway, IrelandInternational Journal of Science Education12110.1080/09500693.2023.2245947https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2245947?af=RPodcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment
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. <br/>. <br/>Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environmentdoi:10.1080/09500693.2023.2248669International Journal of Science Education2023-10-17T09:26:38ZPablo A. ArchilaCarlos ForeroAnne-Marie Truscott de MejíaSilvia Restrepoa Vice-Presidency of Research and Creation, Universidad de los Andes, Bogotá, Colombiab School of Management, Universidad de los Andes, Bogotá, Colombiac School of Education, Universidad de los Andes, Bogotá, ColombiaInternational Journal of Science Education12210.1080/09500693.2023.2248669https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2248669?af=RExploring the association between non-specialised science teacher rates and student science literacy: an analysis of PISA data across 18 nations
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. <br/>. <br/>Exploring the association between non-specialised science teacher rates and student science literacy: an analysis of PISA data across 18 nationsdoi:10.1080/09500693.2023.2262729International Journal of Science Education2023-10-23T11:12:51ZBarbara HanfstinglTimo GnambsRaphaela PorschNina Judea Department of Psychology, University of Klagenfurt, Klagenfurt, Austriab Department of Educational Measurement, Leibniz Institute for Educational Trajectories, Bamberg, Germanyc Department of Education, Vocation and Media, University of Magdeburg, Magdeburg, Germanyd Institute of Educational Science, University of Heidelberg, Heidelberg, GermanyInternational Journal of Science Education11910.1080/09500693.2023.2262729https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2262729?af=RMultiple pathways to science enjoyment: a fuzzy-set qualitative comparative analysis in TIMSS 2019
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. <br/>. <br/>Multiple pathways to science enjoyment: a fuzzy-set qualitative comparative analysis in TIMSS 2019doi:10.1080/09500693.2023.2272604International Journal of Science Education2023-10-31T01:24:58ZJia-qi ZhengLi-hua TanFaculty of Education, University of Macau, Macao, People’s Republic of ChinaInternational Journal of Science Education11910.1080/09500693.2023.2272604https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2272604?af=RUsing artificial intelligence to predict students’ STEM attitudes: an adaptive neural-network-based fuzzy logic model
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. <br/>. <br/>Using artificial intelligence to predict students’ STEM attitudes: an adaptive neural-network-based fuzzy logic modeldoi:10.1080/09500693.2023.2269291International Journal of Science Education2023-10-31T01:25:42ZSeda Göktepe KörpeoğluSevda Göktepe Yıldıza Faculty of Chemical and Metallurgical Engineering, Department of Mathematical Engineering, Yildiz Technical University, İstanbul, Turkeyb Faculty of Education, Department of Mathematics and Science Education, Biruni University, İstanbul, TurkeyInternational Journal of Science Education12610.1080/09500693.2023.2269291https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2269291?af=RProfessional development of science teachers in Latin America: a systematic review
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. <br/>. <br/>Professional development of science teachers in Latin America: a systematic reviewdoi:10.1080/09500693.2023.2267747International Journal of Science Education2023-10-31T01:26:47ZTatiana Iveth Salazar-LópezGonzalo PeñalozaCentro de Investigación y Estudios Avanzados del IPN (CINVESTAV), Unidad Monterrey, Monterrey, MéxicoInternational Journal of Science Education11710.1080/09500693.2023.2267747https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2267747?af=REntry-level career paths in the life sciences: generic skills in Dutch job postings
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. <br/>. <br/>Entry-level career paths in the life sciences: generic skills in Dutch job postingsdoi:10.1080/09500693.2023.2259568International Journal of Science Education2023-10-31T01:28:59ZHeleen van RavenswaaijSanne ter Meulen-de JongRenske A. M. de KleijnGonul DilaverMarieke F. van der SchaafHarold V. M. van Rijena Department of Biomedical Sciences, Educational Center, University Medical Centre Utrecht, Utrecht, Netherlandsb Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, NetherlandsInternational Journal of Science Education12010.1080/09500693.2023.2259568https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2259568?af=RAustralian Secondary science teachers’ perceptions about their classroom practices and student engagement – an analysis based on Science Capital Teaching Approach
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. <br/>. <br/>Australian Secondary science teachers’ perceptions about their classroom practices and student engagement – an analysis based on Science Capital Teaching Approachdoi:10.1080/09500693.2023.2275327International Journal of Science Education2023-11-14T01:09:28ZFelicia Godfrey LopezSchool of Education, University of Western Sydney University, Kingswood, AustraliaInternational Journal of Science Education12210.1080/09500693.2023.2275327https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2275327?af=RAssembly required: a microgenetic multiple case study of four students’ assemblages when learning about force
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. <br/>. <br/>Assembly required: a microgenetic multiple case study of four students’ assemblages when learning about forcedoi:10.1080/09500693.2023.2269616International Journal of Science Education2023-11-16T09:25:51ZRichard BrockKeith S. TaberD. M. Wattsa School of Education, Communication and Society, King’s College London, London, UKb Faculty of Education, University of Cambridge, Cambridge, UKc Department of Education, Brunel University London, London, UKInternational Journal of Science Education12110.1080/09500693.2023.2269616https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2269616?af=RAssessment and practical science: identifying generalizable characteristics of written assessments that reward and incentivise effective practices in practical science lessons
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. <br/>. <br/>Assessment and practical science: identifying generalizable characteristics of written assessments that reward and incentivise effective practices in practical science lessonsdoi:10.1080/09500693.2023.2253366International Journal of Science Education2023-11-19T08:42:58ZAlistair M. MoorePeter FairhurstJudith M. BennettChristine HarrisonCatarina F. CorreiaJessie Durka Department of Education, University of York, UKb School of Education, Communication & Society, King’s College London, UKInternational Journal of Science Education12710.1080/09500693.2023.2253366https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2253366?af=RA model conceptualising trans-disciplinarity within school science education based on a systematic literature review
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. <br/>. <br/>A model conceptualising trans-disciplinarity within school science education based on a systematic literature reviewdoi:10.1080/09500693.2023.2281007International Journal of Science Education2023-11-22T10:28:15ZTapashi Binte Mahmud ChowdhuryJack HolbrookMiia RannikmäeCentre for Science Education, University of Tartu, Tartu, EstoniaInternational Journal of Science Education12310.1080/09500693.2023.2281007https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2281007?af=RThe use of educational technology in inquiry-based elementary science education: a systematic review
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. <br/>. <br/>The use of educational technology in inquiry-based elementary science education: a systematic reviewdoi:10.1080/09500693.2023.2284689International Journal of Science Education2023-11-30T09:44:22ZMinji YunKent J. CrippenUniversity of Florida, School of Teaching and Learning, GainesvilleInternational Journal of Science Education12410.1080/09500693.2023.2284689https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2284689?af=RA latent profile analysis of students’ attitudes towards astronomy across grades 9–13
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. <br/>. <br/>A latent profile analysis of students’ attitudes towards astronomy across grades 9–13doi:10.1080/09500693.2023.2289485International Journal of Science Education2023-12-13T07:34:17ZSilvia GalanoLucio PalazzoItalo Testaa Department of Physics “E. Pancini”, University of Naples Federico II, Naples, Italyb Department of Political Sciences, University of Naples Federico II, Naples, ItalyInternational Journal of Science Education13710.1080/09500693.2023.2289485https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2289485?af=RCareer entry motivations and teaching perceptions of science preservice teachers: a comparison of trends between Finland and South Korea
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. <br/>. <br/>Career entry motivations and teaching perceptions of science preservice teachers: a comparison of trends between Finland and South Koreadoi:10.1080/09500693.2023.2291690International Journal of Science Education2023-12-18T11:36:33ZJingoo KangHeekyong KimBongwoo LeeSakari TolppanenJaana ViljarantaSindu Georgea School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finlandb Division of Science Education, Kangwon National University, Chuncheon-si, South Koreac Department of Science Education, Dankook University, Yongin-si, South Koread School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finlande National School of Education, Australian Catholic University, Melbourne, AustraliaInternational Journal of Science Education11910.1080/09500693.2023.2291690https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2291690?af=REvaluating students’ computation skills in learning amount of substance based on SOLO taxonomy in secondary schools
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. <br/>. <br/>Evaluating students’ computation skills in learning amount of substance based on SOLO taxonomy in secondary schoolsdoi:10.1080/09500693.2023.2291691International Journal of Science Education2024-01-08T05:01:36ZPeiyao TianYanhua FanDaner SunYe Lia Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of Chinab College of Chemistry and Molecular Sciences, Henan University, Kaifeng, People’s Republic of Chinac Nanyang No.2 Secondary School, Nanyang, People’s Republic of ChinaInternational Journal of Science Education12310.1080/09500693.2023.2291691https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2291691?af=RModel-based analysis of the impact of a teaching-learning sequence about carbonated drinks on students’ understanding of the dissolution of gases in liquids
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. <br/>. <br/>Model-based analysis of the impact of a teaching-learning sequence about carbonated drinks on students’ understanding of the dissolution of gases in liquidsdoi:10.1080/09500693.2023.2300772International Journal of Science Education2024-01-10T06:59:10ZJoaquín Cañero-AriasÁngel Blanco-LópezJosé María Olivaa Department of Mathematics Education, Social Sciences Education and Science Education, University of Málaga, Málaga, Spainb Department of Education, University of Cádiz, Cádiz, SpainInternational Journal of Science Education13110.1080/09500693.2023.2300772https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300772?af=RThe relationships between the practice of different scientific activities and students’ scientific knowledge, inquiry skills, view of the nature of science and attitude towards science: a study in primary school
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. <br/>. <br/>The relationships between the practice of different scientific activities and students’ scientific knowledge, inquiry skills, view of the nature of science and attitude towards science: a study in primary schooldoi:10.1080/09500693.2024.2303623International Journal of Science Education2024-01-16T05:59:38ZManuel BächtoldDavid CrossValérie MunierLIRDEF, University of Montpellier & University Paul Valéry Montpellier, Montpellier, FranceInternational Journal of Science Education12210.1080/09500693.2024.2303623https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2303623?af=RUndergraduate students’ models of single- and multi-electron atoms
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. <br/>. <br/>Undergraduate students’ models of single- and multi-electron atomsdoi:10.1080/09500693.2023.2297754International Journal of Science Education2024-01-24T06:08:14ZTugba YukselLynn A. BryanAlejandra J. Maganaa Department of Mathematics and Science Education, Recep Tayyip Erdogan University, Rize, Türkiyeb Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, USAc Department of Computer and Information Technology & School of Engineering Education, Purdue University, West Lafayette, IN, USAInternational Journal of Science Education12310.1080/09500693.2023.2297754https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2297754?af=RThe complexities of moving topics between disciplines: the case of buoyancy and isostasy
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. <br/>. <br/>The complexities of moving topics between disciplines: the case of buoyancy and isostasydoi:10.1080/09500693.2023.2283907International Journal of Science Education2024-01-24T06:12:15ZKirsty DunnettAnders Mattias LundmarkInternational Journal of Science Education11710.1080/09500693.2023.2283907https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2283907?af=RTeenagers performing research on climate change education in a fully integrated design-based research setting
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. <br/>. <br/>Teenagers performing research on climate change education in a fully integrated design-based research settingdoi:10.1080/09500693.2023.2268295International Journal of Science Education2023-11-30T09:46:32ZSandra ParthMaximilian SchicklKarin OberauerSusanne KubischVeronika DeisenriederNina LiebhaberMelanie FrickGerd MichelsenJohann StötterLars Kellera Education and Communication for Sustainable Development, Institute of Geography, University of Innsbruck, Innsbruck, Austriab Institute of Subject Didactics and Educational Science Research and Development, University College of Teacher Education Tyrol, Innsbruck, Austriac Institute of Psychology, University of Innsbruck, Innsbruck, Austriad Education and Communication for Sustainable Development, Institute of Subject Didactics, University of Innsbruck, Innsbruck, Austriae Institute for Environmental Communication, Leuphana University Lüneburg, Lüneburg, GermanyInternational Journal of Science Education12310.1080/09500693.2023.2268295https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2268295?af=REstimating climate change numbers: mental computation strategies that can support science learning
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. <br/>. <br/>Estimating climate change numbers: mental computation strategies that can support science learningdoi:10.1080/09500693.2024.2307473International Journal of Science Education2024-02-05T06:35:00ZIan ThackerHannah FrenchShon Federa The University of Texas at San Antonio, San Antonio, TX, USAb Informal Systems, Toronto, CanadaInternational Journal of Science Education12210.1080/09500693.2024.2307473https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2307473?af=RLearning the control-of-variables strategy during an informal science lesson on popping popcorn
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. <br/>. <br/>Learning the control-of-variables strategy during an informal science lesson on popping popcorndoi:10.1080/09500693.2024.2310526International Journal of Science Education2024-02-08T04:23:08ZBradley J. MorrisJacob CasonKatie AsaroYin ZhangMichelle RiversWhitney OwensJohn Dunloskya Learning Sciences and Educational Psychology, Kent State University, Kent, OH, USAb Cincinnati Museum Center, Cincinnati, OH, USAc Department of Psychology, Texas Christian University, Fort Worth, TX, USAd Psychological Sciences, Kent State University, Kent, OH, USAInternational Journal of Science Education12010.1080/09500693.2024.2310526https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2310526?af=RTowards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics
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. <br/>. <br/>Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristicsdoi:10.1080/09500693.2023.2300147International Journal of Science Education2024-01-16T05:59:31ZPaul TschisgaleAnneke SteeghMarcus KubschStefan PetersenKnut Neumanna Department of Physics Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germanyb Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germanyc Department of Physics – Physics Education Research, Freie Universität Berlin, Berlin, GermanyInternational Journal of Science Education12510.1080/09500693.2023.2300147https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300147?af=RGrade 8 Lebanese students’ reasoning and decision-making about scientific versus socio-scientific issues
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. <br/>. <br/>Grade 8 Lebanese students’ reasoning and decision-making about scientific versus socio-scientific issuesdoi:10.1080/09500693.2023.2281296International Journal of Science Education2023-11-22T10:27:57ZIhsan GhazalSaouma BoujaoudeHayat Hokayema Andrews Institute of Mathematics and Science Education, Texas Christian University, Fort Worth, USAb American University of Beirut, Beirut, LebanonInternational Journal of Science Education12410.1080/09500693.2023.2281296https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2281296?af=RDeveloping undergraduate practical skills and independence with ‘at home practical kits’
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. <br/>. <br/>Developing undergraduate practical skills and independence with ‘at home practical kits’doi:10.1080/09500693.2024.2311087International Journal of Science Education2024-02-23T06:58:38ZKatharine HubbardDominic HenriGraham ScottHoward SnellingElke Roedigera School of Natural Sciences, University of Hull, Hull, UKb Teaching Excellence Academy, University of Hull, Hull, UKInternational Journal of Science Education12210.1080/09500693.2024.2311087https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2311087?af=RA comparative study of breadth and depth of content in junior secondary biology syllabi in four jurisdictions
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. <br/>. <br/>A comparative study of breadth and depth of content in junior secondary biology syllabi in four jurisdictionsdoi:10.1080/09500693.2024.2306603International Journal of Science Education2024-02-29T05:43:42ZE. R. DempsterSchool of Education, University of KwaZulu-Natal, Scottsville, South AfricaInternational Journal of Science Education12310.1080/09500693.2024.2306603https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2306603?af=RInvestigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation
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. <br/>. <br/>Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisationdoi:10.1080/09500693.2023.2289175International Journal of Science Education2024-03-02T05:54:49ZAnnika ThybergKonrad SchönbornNiklas Gerickea Department of Environmental and Life Sciences, Karlstad University, Karlstad, Swedenb Department of Science and Technology, Linköping University, Norrköping, SwedenInternational Journal of Science Education12710.1080/09500693.2023.2289175https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2289175?af=RThe influence of COVID-19 science views, risk perceptions, and group membership on socioscientific decisions
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. <br/>. <br/>The influence of COVID-19 science views, risk perceptions, and group membership on socioscientific decisionsdoi:10.1080/09500693.2023.2300378International Journal of Science Education2024-03-04T06:03:36ZBenjamin C. HermanMichael P. CloughAlex Sobotkaa Department of Teaching, Learning and Culture, Texas A&M University, College Station, Texas, United States of Americab Department of Biology, Texas A&M University, College Station, Texas, United States of AmericaInternational Journal of Science Education12810.1080/09500693.2023.2300378https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300378?af=RConcept test on reflection and transmission in the range of visible and infrared optics
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. <br/>. <br/>Concept test on reflection and transmission in the range of visible and infrared opticsdoi:10.1080/09500693.2023.2263917International Journal of Science Education2023-10-10T08:51:33ZValerie AmackerHendrik Lohse-BossenzMarkus WilhelmDorothee Brovellia Institute for Education in Science and Social Studies, University of Teacher Education Lucerne, Lucerne, Switzerlandb Institute of Psychology, Heidelberg University of Education, Heidelberg, GermanyInternational Journal of Science Education12110.1080/09500693.2023.2263917https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2263917?af=RCorrection
https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1614297?af=R
. <br/>. <br/>Correctiondoi:10.1080/09500693.2019.1614297International Journal of Science Education2019-05-16T08:26:42ZInternational Journal of Science Education1110.1080/09500693.2019.1614297https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1614297?af=RCorrection
https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1636547?af=R
. <br/>. <br/>Correctiondoi:10.1080/09500693.2019.1636547International Journal of Science Education2019-07-04T06:31:37ZInternational Journal of Science Education1110.1080/09500693.2019.1636547https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1636547?af=RCorrection
https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300240?af=R
. <br/>. <br/>Correctiondoi:10.1080/09500693.2023.2300240International Journal of Science Education2024-01-02T10:46:22ZInternational Journal of Science Education1110.1080/09500693.2023.2300240https://www.tandfonline.com/doi/full/10.1080/09500693.2023.2300240?af=R