Citations (119)
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Yu-Chih Sun. (2023) How effectively do journal author guides communicate issues regarding plagiarism? A study of graduate students in Taiwan. Ethics & Behavior 33:4, pages 304-321.
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Italo Testa, Silvia Galano & Oreste Tarallo. (2023) The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses. International Journal of Science Education 45:5, pages 358-382.
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Patrice Potvin. (2023) Response of science learners to contradicting information: a review of research. Studies in Science Education 59:1, pages 67-108.
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Caifeng Zhao, Shan Zhang, Huanhuan Cui, Wenjie Hu & Guo Dai. (2023) Middle school students’ alternative conceptions about the human blood circulatory system using four-tier multiple-choice tests. Journal of Biological Education 57:1, pages 51-67.
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Essadiq Assimi, Rachid Janati Idrissi, Rajae Zerhane & Said Boubih. (2022) The use of a three-tier diagnostic test to investigate conceptions related to cell biology concepts among pre-service teachers of life and earth sciences. Journal of Biological Education 0:0, pages 1-28.
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Bronia Roxane Vollebregt, Estelle Gaigher & Coréne Coetzee. (2021) Development of Science Teachers’ PCK About Waves Through Training in the Use of the Ripple Tank Apparatus. African Journal of Research in Mathematics, Science and Technology Education 25:1, pages 12-26.
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Kevin Manunure, Alice Delserieys & Jérémy Castéra. (2020) The effects of combining simulations and laboratory experiments on Zimbabwean students’ conceptual understanding of electric circuits. Research in Science & Technological Education 38:3, pages 289-307.
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Ka Luen Cheung & Der-Ching Yang. (2020) Performance of sixth graders in Hong Kong on a number sense three-tier test. Educational Studies 46:1, pages 39-55.
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Derya Kaltakci-Gurel, Ali Eryilmaz & Lillian Christie McDermott. (2017) Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science & Technological Education 35:2, pages 238-260.
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Erdal Taslidere. (2016) Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect. Research in Science & Technological Education 34:2, pages 164-186.
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William L. Romine, Dane L. Schaffer & Lloyd Barrow. (2015) Development and Application of a Novel Rasch-based Methodology for Evaluating Multi-Tiered Assessment Instruments: Validation and utilization of an undergraduate diagnostic test of the water cycle. International Journal of Science Education 37:16, pages 2740-2768.
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Mageswary Karpudewan, Wolff-Michael Roth & Kasturi Chandrakesan. (2015) Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research 21:4, pages 631-648.
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Deniz Gurcay & Etna Gulbas. (2015) Development of three-tier heat, temperature and internal energy diagnostic test. Research in Science & Technological Education 33:2, pages 197-217.
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Eva West & Anita Wallin. (2013) Students' Learning of a Generalized Theory of Sound Transmission from a Teaching–Learning Sequence about Sound, Hearing and Health. International Journal of Science Education 35:6, pages 980-1011.
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Bellam Sreenivasulu & R. Subramaniam. (2013) University Students’ Understanding of Chemical Thermodynamics. International Journal of Science Education 35:4, pages 601-635.
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LaKeisha
M. McClary & Stacey
Lowery Bretz. (2012) Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength. International Journal of Science Education 34:15, pages 2317-2341.
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F. Slater. (2012) Development and Validation of the Star Properties Concept Inventory. International Journal of Science Education 34:14, pages 2257-2286.
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Ozge Arslan, Ceyhan Cigdemoglu & Christine Moseley. (2012) A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain. International Journal of Science Education 34:11, pages 1667-1686.
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Emine Adadan & Funda Savasci. (2012) An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument. International Journal of Science Education 34:4, pages 513-544.
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