Interventions in education to prevent STEM pipeline leakage
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1540897
The effect of an informal science intervention on middle school girls’ science affinities
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1534022
Structure and development of pre-service physics teachers’ professional knowledge
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2017.1346326
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1529447
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1497217
Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1564084
Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1660927
Testing the Consensus Model: relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1478165
Students’ engagement in different STEM learning environments: integrated STEM education as promising practice?
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1607983
Organising a culture of argumentation in elementary science
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1641856
Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1578001
A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1594442
Real vs virtual physics experiments: comparison of learning outcomes among fifth grade primary school students. A case on the concept of frictional force
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1549760
From science teacher to ‘teacher scientist’: exploring the experiences of research-active science teachers in the UK
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1615656
Key topics for quantum mechanics at secondary schools: a Delphi study into expert opinions
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1550273
The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1529446
Using an innovative tool in science education: examining pre-service elementary teachers’ evaluation levels on the topic of wetlands
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1536302
English-bilingual biology for standard classes development, implementation and evaluation of an English-bilingual teaching unit in standard German high school classes
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1607620
The adoption of student-centered teaching materials as a professional development experience for college faculty
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1578908
Images in biology: are instructional criteria used in textbook image design?
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1548043
Teaching and discussing about risk: seven elements of potential significance for science education
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1606961
Making learning effective – quantity and quality of pre-service teachers’ feedback
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1663452
Developing future-scaffolding skills through science education
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1693080
Instructional practices in reformed undergraduate STEM learning environments: a study of instructor and student behaviors in biology courses
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1649503
Developing an approach to the performance-oriented testing of science teachers’ action-related competencies
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1658241
Strengthening science attitudes for newcomer middle school english learners: visually enriched integrated science and language instruction
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1585993
Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1623431
Teaching the teacher: exploring STEM graduate students’ nature of science conceptions in a teaching methods course
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1647473
Flipping the laboratory: improving student engagement and learning outcomes in second year science courses
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1533663
English language learners’ participation in the discourse of a multilingual science classroom
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1607618
Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1606960
Teaching chemistry and physics in preschool: a matter of establishing intersubjectivity
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1689585
In and out of the STEM pipeline – a longitudinal study of a misleading metaphor
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1622054
The ambiguous influence of high-stakes testing on science teaching in Sweden
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1647474
Is it all about early occupational expectations? How the gender gap in two science domains reproduces itself at subsequent stages of education: evidence from longitudinal PISA in Australia
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1676933
Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1655679
Structuring experiments in biology lessons through teacher feedback
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1668578
Physics teaching and learning with multimedia applications: a review of teacher-oriented literature in 34 local language journals from 2006 to 2015
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1597313
Learning difficulties, alternative conceptions and misconceptions of student teachers about respiratory physiology
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1690177
Genetically modified food for the future: examining university students’ expressions of futures thinking
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1585995
Authenticity, transition and mathematical competence: an exploration of the values and ideology underpinning an increase in the amount of mathematics in the science curriculum in England
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1641249
Agency at work: two beginning science teachers’ stories in a context of curriculum reform in China
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1600205
Tracing matter in the carbon cycle: zooming in on high school students’ understanding of carbon compounds and their transformations
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1686665
The case of high motivation and low achievement in science: what is the role of students’ epistemic beliefs?
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1612121
Teaching Nature of Science through children’s literature: an early childhood preservice teacher study
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1698785
Assessing science motivation among high school students participating in a supplemental science programme: the Emerging Scholars Environmental Health Sciences Academy
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1689308
The influences of integrating reading, peer evaluation, and discussion on undergraduate students’ scientific writing
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1610811
The co-construction of epistemological framing in clinical interviews and implications for research in science education
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1620972
Undergraduates can publish too! A case study of a scientific team writing assignment leading to publication
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2018.1531439
Reading and synthesising science texts using a scientific argumentation model by undergraduate biology students
来源期刊：International Journal of Science EducationDOI：10.1080/09500693.2019.1675197
