C. Kulgemeyer, M. Hörnlein, and F. Sterzing, “Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding,”10.1080/09500693.2022.2100507__International Journal of Science Education, vol. 44, no. 11, pp. 1855–1875, 2022, doi:10.1080/09500693.2022.2100507 .
LibreCat: /record/35760
DOI: 10.1080/09500693.2022.2100507

C. Kulgemeyer et al., “Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience,”10.1080/09500693.2021.2006820__International Journal of Science Education, vol. 43, no. 18, pp. 3035–3057, 2021, doi:10.1080/09500693.2021.2006820 .
LibreCat: /record/35526
DOI: 10.1080/09500693.2021.2006820

C. Kulgemeyer et al., “Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience,”10.1080/09500693.2021.2006820__International Journal of Science Education, vol. 43, no. 18, pp. 3035–3057, 2021, doi:10.1080/09500693.2021.2006820 .
LibreCat: /record/45177
DOI: 10.1080/09500693.2021.2006820

S. Habig, J. Blankenburg, H. van Vorst, S. Fechner, I. Parchmann, and E. Sumfleth, “Context characteristics and their effects on students’ situational interest in chemistry,”10.1080/09500693.2018.1470349__International Journal of Science Education, vol. 40, no. 10, pp. 1154–1175, 2018, doi:10.1080/09500693.2018.1470349 .
LibreCat: /record/23773
DOI: 10.1080/09500693.2018.1470349