| Teacher pedagogical content knowledge, practice, and student achievement(dagger) |
15 |
| Research trends in science education from 2013 to 2017: a systematic content analysis of publications in selected journals |
13 |
| Interventions in education to prevent STEM pipeline leakage |
13 |
| Multilingual students? use of translanguaging in science classrooms |
12 |
| How does STEM context-based learning work: what we know and what we still do not know |
11 |
| Students' science attitudes, beliefs, and context: associations with science and chemistry aspirations |
9 |
| Scientific literacy for democratic decision-making |
9 |
| Students' model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning |
9 |
| Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? |
9 |
| Core competences and scientific literacy: the recent reform of the school science curriculum in China |
8 |
| Students' development of socio-scientific reasoning in a mobile augmented reality learning environment |
8 |
| Extraction of scientific semantic networks from science textbooks and comparison with science teachers' spoken language by text network analysis |
8 |
| Context characteristics and their effects on students' situational interest in chemistry |
7 |
| Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry |
7 |
| Moderation of the effects of scientific inquiry activities on low SES students' PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender |
7 |
| Students' engagement in different STEM learning environments: integrated STEM education as promising practice? |
6 |
| Attitudes of secondary school students towards doing research and design activities |
6 |
| Using formative assessment to promote argumentation in a university bilingual science course |
6 |
| Science education textbook research trends: a systematic literature review |
6 |
| Organising a culture of argumentation in elementary science |
6 |
| Gender and family influences on Spanish students' aspirations and values in stem fields |
6 |
| Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment |
6 |
| Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry |
6 |
| Contributions from citizen science to science education: an examination of a biodiversity citizen science project with schools in Central Europe |
6 |
| An integrated model of decision-making in health contexts: the role of science education in health education |
6 |
| Understanding children's science identity through classroom interactions |
5 |
| Context-based learning and metacognitive prompts for enhancing scientific text comprehension |
5 |
| Professional development design considerations in climate change education: teacher enactment and student learning |
5 |
| Systems thinking of pre- and in-service science and engineering teachers |
5 |
| A combined approach to strengthen children's scientific thinking: direct instruction on scientific reasoning and training of teacher's verbal support |
5 |
| Teacher discursive moves: conceptualising a schema of dialogic discourse in science classrooms |
4 |
| Chemical rationales: another triplet for chemical thinking |
4 |
| Structure and development of pre-service physics teachers' professional knowledge |
4 |
| Probing the amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge |
4 |
| Adapting to large-scale changes in Advanced Placement Biology, Chemistry, and Physics: the impact of online teacher communities |
4 |
| Do individual differences in children's curiosity relate to their inquiry-based learning? |
4 |
| Teaching towards knowledge integration in learning force and motion |
4 |
| Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts |
4 |
| Gender study on the relationships between science interest and future career perspectives |
4 |
| Flipping the laboratory: improving student engagement and learning outcomes in second year science courses |
4 |
| The adoption of student-centered teaching materials as a professional development experience for college faculty |
4 |
| Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education |
4 |
| Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children |
4 |
| Impacts of enquiry-based science teaching on achievement gap between high-and-low SES students: findings from PISA 2015 |
4 |
| An exploration of primary school students' perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning |
3 |
| Negotiating science and engineering: an exploratory case study of a reform-minded science teacher |
3 |
| Argumentation, critical thinking, nature of science and socioscientific issues: a dialogue between two researchers |
3 |
| English language learners' participation in the discourse of a multilingual science classroom |
3 |
| Does interest have an expiration date? An analysis of students' questions as resources for context-based learning |
3 |
| Using model-based scaffolds to support students solving context-based chemistry problems |
3 |
