Introduction to This Special Issue: Tribute to the Memory of the Late Professor Peter Fensham Kim NicholsWendy Nielsen EditorialNotes 08 November 2022 Pages: 1 - 2
Correction to: The Future Curriculum for School Science: What Can Be Learnt from the Past? Peter J. Fensham Correction 19 October 2022 Pages: 669 - 669
Development and Validation of a Four-Tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes Katarina B. Putica OriginalPaper 17 October 2022 Pages: 651 - 668
Pre-service Elementary Teachers’ Images of Scientific Practices: a Social, Epistemic, Conceptual, and Material Dimension Perspective Karthigeyan Subramaniam OriginalPaper 04 October 2022 Pages: 633 - 649
Strengthening Elementary Preservice Teachers’ Physical Science Content Knowledge: a 3-Year Study Christopher Sean LongPamela HarrellRuthanne Thompson OriginalPaper 22 September 2022 Pages: 613 - 632
Relative Effects of Classroom Utility Value Intervention on the Science Motivation of Girls and Boys Dajung Diane ShinMinhye LeeMimi Bong OriginalPaper 19 September 2022 Pages: 593 - 612
Negotiation of Epistemological Understandings and Teaching Practices Between Primary Teachers and Scientists about Artificial Intelligence in Professional Development Yun Dai OriginalPaper Open access 15 September 2022 Pages: 577 - 591
Motivation and Feelings of Competence Among University Students in Introductory Physics Ana Romero-AbrioSantiago Hurtado-Bermúdez OriginalPaper Open access 14 September 2022 Pages: 559 - 576
The Impact of the COVID-19 Lockdown on Parents and their Adolescent Children in Relation to Science Learning Ella Ofek-GevaMichal Vinker-ShusterDavid Fortus OriginalPaper 02 September 2022 Pages: 541 - 558
Progression in Self-Efficacy, Interest, Identity, Sense of Belonging, Perceived Recognition and Effectiveness of Peer Interaction of Physics Majors and Comparison with Non-Majors and Ph.D. Students Kyle M. WhitcombAlexandru MariesChandralekha Singh OriginalPaper Open access 02 September 2022 Pages: 525 - 539
Tracing Preservice Teachers’ Understanding of Nature of Science Through Their Drawings and Writing Miri BarakTal YachinSibel Erduran OriginalPaper 30 August 2022 Pages: 507 - 523
Reproduction Rather than Comprehension? Analysis of Gains in Students’ Science Text Comprehension Sascha BernholtHendrik HärtigJan Retelsdorf OriginalPaper Open access 24 August 2022 Pages: 493 - 506
Investigating the Knowledge Domains Science Teachers Use When Considering a Socioscientific Issue Lucas MenkeSarah VossKinsey Zacharski OriginalPaper 17 August 2022 Pages: 477 - 492
The Variables that Predict Science Undergraduates’ Timely Degree Completion: a Conceptual Model Gerry RaynerTheo Papakonstantinou OriginalPaper Open access 23 July 2022 Pages: 463 - 476
Guiding Science and Mathematics Learning when Students Construct Representations Vaughan PrainLihua XuChristopher Speldewinde OriginalPaper Open access 15 July 2022 Pages: 445 - 461
Learning Analytics for Assessing Hands-on Laboratory Skills in Science Classrooms Using Bayesian Network Analysis Shiyan JiangXudong HuangCharles Xie OriginalPaper 09 July 2022 Pages: 425 - 444
Assessing Argumentation Using Machine Learning and Cognitive Diagnostic Modeling Xiaoming ZhaiKevin C. HaudekWenchao Ma OriginalPaper 02 July 2022 Pages: 405 - 424
Potential of Group-Based Negotiation to Promote Learner-Based Reasoning and Weighting of Arguments on Socioscientific Issues Maria JafariAnke Meisert OriginalPaper Open access 16 June 2022 Pages: 377 - 403
Distribution of Visual Representations Across Scientific Genres in Secondary Science Textbooks: Analysing Multimodal Genre Pattern of Verbal-Visual Texts Kok-Sing Tang OriginalPaper 15 June 2022 Pages: 357 - 375
The Role of Teachers’ Self-efficacy Beliefs and Habits in Differentiating Types of K–12 Science Teachers Arif RachmatullahMadeline HinckleEric N. Wiebe OriginalPaper 14 June 2022 Pages: 337 - 355
Assessing the Load: Effects of Visual Representation and Task Features on Exam Performance in Undergraduate Molecular Life Sciences Jessie B. ArnesonErika G. Offerdahl OriginalPaper 24 May 2022 Pages: 319 - 335
Assessment of Context-Based Chemistry Problem-Solving Skills: Test Design and Results from Ninth-Grade Students Shaohui ChiZuhao WangXiufeng Liu OriginalPaper 05 May 2022 Pages: 295 - 318
Science Concept Formation During Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive Over Time Glykeria FragkiadakiMarilyn FleerPrabhat Rai OriginalPaper Open access 22 April 2022 Pages: 275 - 294
Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework K.C. BuschMwenda KudumuSoonhye Park OriginalPaper 15 April 2022 Pages: 253 - 274
Producing Scientific Explanations in Physics—a Multimodal Account Jennifer YeoJohn K. Gilbert OriginalPaper 05 April 2022 Pages: 819 - 852
How Do Direct and Indirect Hands-on Instructions Strengthened by the Self-Explanation Effect Promote Learning? Evidence from Motion Content Mirjana MaričićStanko CvjetićaninBranko Anđić OriginalPaper 01 April 2022 Pages: 231 - 251
Teachers' perceptions of Brandon's Matrix as a framework for the teaching and assessment of scientific methods in school science Alison CullinaneJudith HillierSibel Erduran OriginalPaper Open access 26 March 2022 Pages: 193 - 212
Teaching About Electricity in Primary School Multimodality and Variation Theory as Analytical Lenses Christine M. PrestonPeter J. HubberLihua Xu OriginalPaper Open access 02 March 2022 Pages: 949 - 973
The Thinking Frames Approach: Improving High School Students’ Written Explanations of Phenomena in Science Felicity McLure OriginalPaper Open access 25 February 2022 Pages: 173 - 191
Pre-Service Primary Teachers’ Competencies in Asking and Conducting Researchable Science Questions Using Fair Testing Hsin-Hui WangKimberley WilsonHuann-shyang Lin OriginalPaper 19 February 2022 Pages: 155 - 171
Developing an Instrument to Assess Pedagogical Content Knowledge for Evolution Beatriz BecerraPaola NúñezHernán Cofré OriginalPaper 18 February 2022 Pages: 213 - 229
Assessing Pre-service Teachers’ Views of Scientists, Their Activities, and Locations: the VoSAL Instrument Bianca ReinischMoritz Krell OriginalPaper Open access 15 February 2022 Pages: 139 - 153
The Impact of Collaboration Between Science and Religious Education Teachers on Their Understanding and Views of Argumentation Jessica ChanSibel Erduran OriginalPaper Open access 08 February 2022 Pages: 121 - 137
Development and Validation of a Questionnaire to Assess Situational Interest in a Science Period: a Study in Three Cultural/Linguistic Contexts Patrice PotvinJean-Philippe Ayotte-BeaudetChin-Chung Tsai OriginalPaper 07 February 2022 Pages: 99 - 120
Enhancing Students’ Concept Understanding Through Collaborative-Metacognitive Use of Science Literature Ma. Lara Angela Santos DaloosEdwehna Elinore S. Paderna OriginalPaper 31 January 2022 Pages: 81 - 97
Introduction to the Special Issue: Multimodal Meaning-Making in Science Wendy NielsenJennifer Yeo EditorialNotes 31 January 2022 Pages: 751 - 754
Pre-Service Science Teachers’ Scientific Reasoning Competencies: Analysing the Impact of Contributing Factors Moritz KrellSamia KhanDirk Krüger OriginalPaper Open access 25 January 2022 Pages: 59 - 79
Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices Ching-Ting HsinHsin-Kai Wu OriginalPaper Open access 24 January 2022 Pages: 37 - 57
A Peircean Socio-Semiotic Analysis of Science Students’ Creative Reasoning as/Through Digital Simulations Joseph Paul Ferguson OriginalPaper 23 January 2022 Pages: 773 - 803
Creating Values: the Entrepreneurial-Science Education Nexus James P. Davis OriginalPaper Open access 17 January 2022 Pages: 19 - 36
The Implications of STEM College Graduates’ Course-Taking Patterns for the Graduate School Pipeline Charlene ZhangNathan R. KuncelPaul R. Sackett OriginalPaper 14 January 2022 Pages: 1 - 17
Meaning Making with Multiple Representations: a Case Study of a Preservice Teacher Creating a Digital Explanation Wendy NielsenAnnette TurneyPauline Jones OriginalPaper Open access 11 January 2022 Pages: 871 - 890
When Is an Interview an Inter View? The Historical and Recent Development of Methodologies Used to Investigate Children’s Astronomy Knowledge Eric J. BlownTom G. K. Bryce ReviewPaper Open access 01 January 2022 Pages: 1869 - 1908
Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms Sofie AreljungMarianne SkoogBodil Sundberg OriginalPaper Open access 10 December 2021 Pages: 909 - 926
Knowledge for Whom? Inviting Students to Establish an Audience for Knowledge and to Shape Knowledge Construction Activities in a Biology Course Heesoo Ha OriginalPaper 22 November 2021 Pages: 1851 - 1868
Pre-setting Stances for Students During Collaborative Argumentation: Parallel Thinking Versus Adversarial Thinking Xuanyang YangGuoqing ZhaoYinan Dong OriginalPaper 18 November 2021 Pages: 1829 - 1850
Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students Kevin W. H. Tai OriginalPaper Open access 15 November 2021 Pages: 975 - 1012
Correction to: The Hourglass Approach: Analysing Science Classroom Discursive Interactions Through Intercontextual Lens Luiz Gustavo FrancoDanusa Munford Correction 08 November 2021 Pages: 393 - 393
