Skip to ContentSkip to Navigation
About us Faculty of Science and Engineering Our Education School of Science and Engineering CLT ISEC Publications

Publications

Below you will find our recent publications. In the menu on the left, you will find the archive of our publications sorted by year.

2023

Lederman, J. S., Bartels, S., Jimenez, J., Lederman, N. G., Acosta, K., Adbo, K., Akerson, V. L., Andrade, M. A. B. S. D., Avraamidou, L., Barber, K-A., Blanquet, E., Boujaoude, S., Cardoso, R., Cesljarev, C. D., Chaipidech, P., Connolly, C. P., Crowther, D. T., Das, P. M., Dogan, Ö. K., ... Zhu, Q. (2023). Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry. International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2256458
van der Leij, T., Goedhart, M., Avraamidou, L., & Wals, A. (2023). Designing a module for supporting secondary biology students’ morality through socioscientific issues in the human-nature context. Journal of Biological Education. Advance online publication. https://doi.org/10.1080/00219266.2023.2174160
Nipyrakis, A., Stavrou, D., & Avraamidou, L. (2023). Designing technology-enhanced science experiments in elementary teacher preparation: The role of learning communities. Research in science & technological education. Advance online publication. https://doi.org/10.1080/02635143.2023.2202386
Tzortzoglou, F., Kosmas, P., & Avraamidou, L. (2023). Design of a location-based augmented reality game for the development of key 21st century competences in primary education. Contemporary Educational Technology, 15(3), Article ep432. https://doi.org/10.30935/cedtech/13221
Danielsson, A., Avraamidou, L., & Gonsalves, A. (2023). GENDER MATTERS: Building on the Past, Recognizing the Present, and Looking Toward the Future. In Handbook of Research on Science Education: Volume III (1st ed., Vol. 3, pp. 263-290). Taylor and Francis Inc.. https://doi.org/10.4324/9780367855758-12
van der Leij, T., Goedhart, M., Avraamidou, L., & Wals, A. (2023). High school biology students’ use of values in their moral argumentation and decision-making. Journal of moral education. Advance online publication. https://doi.org/10.1080/03057240.2023.2185595
Bargiela, I. M., Puig, B., Blanco-Anaya, P., & Avraamidou, L. (2023). Inquiry and Argumentation Practices Enacted by Early Students in an Inquiry Cycle About Gravity and Air Friction. In G. S. Carvalho, A. S. Afonso, & Z. Anastácio (Eds.), Fostering Scientific Citizenship in an Uncertain World (pp. 183-199). (Contributions from Science Education Research; Vol. 13). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-3-031-32225-9_12
Avraamidou, L. (2023). Science is for everyone: Possible futures, possible selves. (Inaugural Lectures). University of Groningen Press. https://doi.org/10.21827/64b546f09021e
Heeg, D. M., & Avraamidou, L. (2023). The use of Artificial intelligence in school science: a systematic literature review. Educational Media International, 60(2), 125-150. https://doi.org/10.1080/09523987.2023.2264990
Gonsalves, A. J., Danielsson, A. T., Avraamidou, L., Nyström, A-S., & Esquivel, R. (2023). Using story-based methodologies to explore physics identities: How do moments add up to a life in physics? Physical Review Physics Education Research, 19, Article 020106. https://doi.org/10.1103/PhysRevPhysEducRes.19.020106
Nipyrakis, A. (2023). Integrated STEM Education: teachers’ views and design practices. [Thesis fully internal (DIV), University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.569362486
Bakker, A-M., & Telli, S. (2023). Primary School Student’s Scientist Perception and their Attitudes towards Science: A Case Study. International Journal of Research in Education and Science , 9(2), 473-511. https://doi.org/10.46328/ijres.3087
Goedhart, M., & Pilot, A. (2023). Chemiedidactisch Onderzoek. is er nog toekomst? NVOX, 48(6), 16-18.
Munfaridah, N., & Goedhart, M. (2023). Multiple representations (MR)-based instructional approach in support of physics identity and physics teachers’ identity development: Design considerations. Momentum: Physics Education Journal, 7(1), 1-16. https://doi.org/10.21067/mpej.v7i1.6982
Goedhart, M., & Hoebens, M. (2023). Nieuwe examenprogramma's. De NVON denkt mee! NVOX, 48(2), 26-27.
Van den Eynde, S., Goedhart, M., Deprez, J., & De Cock, M. (2023). Role of Graphs in Blending Physical and Mathematical Meaning of Partial Derivatives in the Context of the Heat Equation. International Journal of Science and Mathematics Education, 21(1), 25-47. https://doi.org/10.1007/s10763-021-10237-3
Smith, T. (2023). Exploring young children's science identity authoring in a STEAM-enriched community-based programme. Roots: Ik ben Science! [Thesis fully internal (DIV), University of Groningen]. University of Groningen. https://doi.org/10.33612/diss.700178259
Lee, M., Larkin, C. J. K., & Hoekstra, S. (2023). Impacts of Problem-Based Instruction on Students’ Beliefs about Physics and Learning Physics. Education Sciences, 13(3), Article 321. https://doi.org/10.3390/educsci13030321

2022

Sezen-Barrie, A., & Avraamidou, L. (2022). “A Different Kind of Middleman”: Preservice Science Teachers’ Agency for Climate Change Education. In Justice and Equity in Climate Change Education Exploring Social and Ethical Dimensions of Environmental Education (1st ed., pp. 174-197). Taylor and Francis Inc.. https://doi.org/10.4324/9780429326011-9
Heeg, D. M., Smith, T., & Avraamidou, L. (2022). Children’s Experiences and Self-Identification with Science in the Context of an Out-of-School STEM Program. EURASIA Journal of Mathematics, Science and Technology Education, 18(4), Article em2091. https://doi.org/10.29333/ejmste/11888
Karavi, T., Mali, A., & Avraamidou, L. (2022). Commognition as an approach to studying proof teaching in university mathematics lectures. EURASIA Journal of Mathematics, Science and Technology Education, 18(7), Article em2132. https://doi.org/10.29333/EJMSTE/12173
Smith, T., Avraamidou, L., & Adams, J. (2022). Culturally relevant/responsive and sustaining pedagogies in science education: Theoretical perspectives and curriculum implications. Cultural Studies of Science Education, 17, 637-660. https://doi.org/10.1007/s11422-021-10082-4
Gonzalez Alvarez, R., Parra, L. A., ten Brummelaar, M., Avraamidou, L., & Lopez Lopez, M. (2022). Resilience among LGBTQIA+ youth in out-of-home care: A scoping review. Child Abuse & Neglect, 129, Article 105660. https://doi.org/10.1016/j.chiabu.2022.105660
Ali, A., Davis, N. R., Takeuchi, M. A., Avraamidou, L., Marin, A., Martins, I., Philip, T., & Vossoughi, S. (2022). Seeing Histories in Bodies, Places, and Disciplinary Learning: Historicizing Methodologies. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1723-1730). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).
Kool, D., Azevedo, N. H., & Avraamidou, L. (2022). The lonely heroine: Portrayal of women scientists in films. Educational Media International, 59(2), 150-171. https://doi.org/10.1080/09523987.2022.2101205
Gungor, A., Avraamidou, L., Kool, D., Lee, M., Eisink, N., Albada, B., Kolk, K. V. D., Tromp, M., & Bitter, J. H. (2022). The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety. EURASIA Journal of Mathematics, Science and Technology Education, 18(3), Article em2090. https://doi.org/10.29333/ejmste/11814
Carolina de Resende Ribeiro, O., Azevedo, N. H., Biff Neto, J., & Magno da Silva, E. (2022). Students self-assessment in private education: the influence of the perceived quality in distance education courses for the sustained advantage of the institution. Meta Avaliacao, 14(43), 368-393. https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/3685/pdf
Mouratidis, A., Michou, A., Telli, S., Maulana, R., & Helms-Lorenz, M. (2022). No aspect of structure should be left behind in relation to student autonomous motivation. British journal of educational psychology, 92(3), 1086-1108. https://doi.org/10.1111/bjep.12489
Anwar, L., Mali, A., & Goedhart, M. (2022). Formulating a conjecture through an identification of robust invariants with a dynamic geometry system. International Journal of Mathematical Education in Science and Technology. Advance online publication. https://doi.org/10.1080/0020739X.2022.2144517
Goedhart, M. (2022). Hoe herken je slechte wetenschap? NVOX, 47(9), 46.
Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2022). Students’ use of formalisations for improved logical reasoning. Research in Mathematics Education, 24(3), 291-323. https://doi.org/10.1080/14794802.2021.1991463

2021

Avraamidou, L. (2022). Identities in/out of physics and the politics of recognition. Journal of Research in Science Teaching, 59(1), 58-94. https://doi.org/10.1002/tea.21721
Munfaridah, N., Avraamidou, L., & Goedhart, M. (2022). Preservice Physics Teachers' Development of Physics Identities: the Role of Multiple Representations. Research in science education, 52, 1699–1715. https://doi.org/10.1007/s11165-021-10019-5
Van der Leij, T., Avraamidou, L., Wals, A., & Goedhart, M. (2022). Supporting Secondary Students' Morality Development in Science Education. Studies in Science Education, 58(2), 141-181 . https://doi.org/10.1080/03057267.2021.1944716
van der Leij, T., Avraamidou, L., Wals, A., & Goedhart, M. (2021). Biology Students’ Morality When Engaged With Moral Dilemmas in the Human-Nature Context. Frontiers in Education, 6, Article 729685. https://doi.org/10.3389/feduc.2021.729685
Drymiotou, I., Constantinou, C., & Avraamidou, L. (2021). Career-Based Scenarios as a Mechanism for Fostering Students’ Interest in Science and Understandings of STEM Careers. International Journal of Designs for Learning, 12(3), 118-128. https://doi.org/10.14434/ijdl.v12i3.31656
Marosi, N., Avraamidou, L., & Galani, L. (2021). Culturally relevant pedagogies in science education as a response to global migration. SN Social Sciences, 1(6), Article 147. https://doi.org/10.1007/s43545-021-00159-w
Duschl, R., Avraamidou, L., & Azevedo, N. H. (2021). Data-Texts in the Sciences: The Evidence-Explanation Continuum . Science and Education, 30, 1159–1181. https://doi.org/10.1007/s11191-021-00225-y
Drymiotou, I., Constantinou, C., & Avraamidou, L. (2021). Enhancing students’ interest in science and understandings of STEM careers: The role of career-based scenarios. International Journal of Science Education, 43(5), 717-736. https://doi.org/10.1080/09500693.2021.1880664
Dillon, J., & Avraamidou, L. (2021). It's time to rethink science education. Education in Chemistry, April 2021. https://edu.rsc.org/opinion/science-education-has-failed/4013474.article
Heeg, D. M., & Avraamidou, L. (2021). Life-Experiences of Female Students in Physics: The Outsiders Within. EURASIA Journal of Mathematics, Science and Technology Education, 7(17), Article em1983. https://doi.org/10.29333/ejmste/10991
Avraamidou, L. (2021). More than just a woman physicist. Physics, 14(75), 1-2. https://doi.org/10.1103/Physics.14.75
Dillon, J., & Avraamdiou, L. (2021). Opinion: Towards a viable response to COVID-19 from the science education community . Education in Science, 283, 20-21.
Munfaridah, N., Avraamidou, L., & Goedhart, M. (2021). The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here? EURASIA Journal of Mathematics, Science and Technology Education, 17(1), 1-19. Article em1934. https://doi.org/10.29333/ejmste/9577
Dillon, J., & Avraamidou, L. (2021). Towards a viable response to COVID-19 from the science education community. Association for Science Education Journal, (11), 40-45. Article 11.
Avraamidou, L., & Schwartz, R. (2021). Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science. Cultural Studies of Science Education, 16, 337–344. https://doi.org/10.1007/s11422-021-10059-3
de Paula Orofino, R., Azevedo, N. H., & Lopes Scarpa, D. (2021). The Place Where Languages Meet to Argue: A Contribution from an Analysis of the Brazilian National Curriculum. In A. A. Essien, & A. Msimanga (Eds.), Multilingual Education Yearbook 2021 (pp. 215-234). (Multilingual Education Yearbook). Springer. https://doi.org/10.1007/978-3-030-72009-4_12
Van den Eynde, S., Deprez, J., Goedhart, M., & De Cock, M. (2022). Undergraduate students' difficulties with boundary conditions for the diffusion equation. International Journal of Mathematical Education in Science and Technology, 53(8), 2176-2198. https://doi.org/10.1080/0020739X.2020.1869846
Stadermann, H. K. E., van den Berg, E., & Goedhart, M. (2021). How high schools teach quantum physics – a cross-national analysis of curricula in secondary education. Journal of Physics: Conference Series, 1929. https://doi.org/10.1088/1742-6596/1929/1/012045
Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2021). Student Development in Logical Reasoning: Results of an Intervention Guiding Students Through Different Modes of Visual and Formal Representation. Canadian Journal of Science, Mathematics and Technology Education, 21(2), 378-399. https://doi.org/10.1007/s42330-021-00148-4
Kampinga, E., O’Connor, C., Goedhart, M., & Ryan, B. (2021). The Effect of a Change in Virtual Learning Environment on Innovative Digital Teaching Practice: A Case Study of Academic Staff in an Irish University. European Journal of Mathematics and Science Education, 2(2), 101-127. https://doi.org/10.12973/ejmse.2.2.101
Anwar, L., Mali, A., & Goedhart, M. (2021). The effect of proof format on reading comprehension of geometry proof: The case of Indonesian prospective mathematics teachers. EURASIA Journal of Mathematics, Science and Technology Education, 17(4), 1-15. Article em1952. https://doi.org/10.29333/ejmste/10782
Stadermann, H. K. E., & Goedhart, M. J. (2021). Why and how teachers use nature of science in teaching quantum physics: Research on the use of an ecological teaching intervention in upper secondary schools. Physical Review Physics Education Research, 17, 020132-1-020132-17. https://doi.org/10.1103/PhysRevPhysEducRes.17.020132
Stadermann, K., & Goedhart, M. (2020). ‘Why don’t you just tell us what light really is?’: Easy-to-implement teaching materials that link quantum physics to nature of science. Physics Education, 57(2), Article 025014. https://doi.org/10.1088/1361-6552/ac39e7
Mali, A., Petropoulou, G., Biza, I., & Hewitt, D. (2021). The research mathematicians in the classroom: How their practice has potential to foster student horizon. In M. Goos, & K. Beswick (Eds.), The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges (pp. 63-82). Springer. https://doi.org/10.1007/978-3-030-62408-8_4
Covitt, B. A., Parker, J. M., Kohn, C., Lee, M., Lin, Q., & Anderson, C. W. (2021). Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning. The Journal of Environmental Education, 52(2), 98-117. https://doi.org/10.1080/00958964.2020.1847882

2020

Erduran, S., Kaya, E., & Avraamidou, L. (2020). Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education. In H. A. Yacoubian, & L. Hansson (Eds.), Nature of Science for Social Justice (pp. 97-113). ( Science: Philosophy, History and Education). Springer. https://doi.org/10.1007/978-3-030-47260-3_6
Munfaridah, N., Avraamidou, L., & Goedhart, M. (2020). Exploring preservice physics teachers’ development of physics identity through the use of multiple representations (MR): Preliminary findings. 21-22. Abstract from School of Education Doctoral Conference 2020.
Themistokleous, S., Avraamidou, L., & Vrasidas, C. (2020). Mobile Games for Negotiated-Play and Decision-Making in Health Literacy. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), Article em1873. https://doi.org/10.29333/ejmste/8352
Dillon, J., & Avraamidou, L. (2020). Towards a Viable Response to COVID-19 from the Science Education Community. Journal for Activist Science and Technology Education, 11(2), 1-6. https://doi.org/10.33137/jaste.v11i2.34531
Telli, S., Maulana, R., & Helms-Lorenz, M. (2021). Student's perceptions of teaching behaviour in Turkish secondary education: A Mokken Scaling of My Teacher Questionnaire. Learning Environments Research, 24, 315–337. https://doi.org/10.1007/s10984-020-09329-8
van der Lans, R., Maulana, R., Helms-Lorenz, M., Telli, S., Irnidayanti, Y., Lee, O., Chun, S., de Jager, T., Safrina, R., Fernandez-Garcia, C-M., & Inda Caro, M. (2020). Perceived effective teaching behaviour and student engagement: Differential relationships across countries. Abstract from ICSEI 2020, Marrakesh, Morocco.
André, S., Maulana, R., Helms-Lorenz, M., Telli, S., Chun, S., Fernandez-Garcia, C-M., de Jager, T., Irnidayanti, Y., Inda Caro, M., Lee, O., Safrina, R., Coetzee, T., & Jeon, M. (2020). Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance. Frontiers in Psychology, 11, Article 273. https://doi.org/10.3389/fpsyg.2020.00273
Van den Eynde, S., Goedhart, M., Deprez, J., & De Cock, M. (2020). Dynamic conceptual blending analysis to model student reasoning processes while integrating mathematics and physics: A case study in the context of the heat equation. Physical Review Physics Education Research, 16(1), Article 010114. https://doi.org/10.1103/PhysRevPhysEducRes.16.010114
Eynde, van den, S., Schermerhorn, B., Goedhart, M., Deprez, J., John, T., & De Cock, M. (2020). Dynamic conceptual blending analysis to model student reasoning processes while integrating mathematics and physics. Abstract from Physics Education Research Conference 2020.
van Rooij, E. C. M., Fokkens-Bruinsma, M., & Goedhart, M. J. (2020). Identifying Potential Secondary School Teachers among Science University Students: A Latent Profile Analysis. Journal of Science Teacher Education, 31(5), 556-577. https://doi.org/10.1080/1046560X.2020.1729478
Stadermann, H. K. E., & Goedhart, M. J. (2020). Secondary school students’ views of nature of science in quantum physics. International Journal of Science Education, 42(6), 997-1016. https://doi.org/10.1080/09500693.2020.1745926
Eynde, van den, S., Goedhart, M., Deprez, J., & De Cock, M. (2020). Tutorial to connect mathematics and physics of the heat equation. Abstract from American Association of Physics Teachers Summer meeting 2020.
Mesa, V., & Mali, A. (2020). Studying student actions with dynamic textbooks in university settings: The log as research instrument. For the learning of mathematics, 40(2), 8-14.
Lee, M. (2020). Towards a community of practice for an informed citizenry: Secondary students' sense-making of graphs related to climate change. [Thesis fully external, Michigan State University]. ProQuest.

2019

Wei, B., Avraamidou, L., & Chen, N. (2021). How a Beginning Science Teacher Deals with Practical Work: An Explorative Study through the Lens of Identity. Research in science education, 51(Suppl.1), S1-S19. https://doi.org/10.1007%2Fs11165-019-9826-z
Rut Jimenez-Liso, M., Martinez Chico, M., Avraamidou, L., & López-Gay, R. (2021). Scientific practices in teacher education: The interplay of sense, sensors, and emotions. Research in science & technological education, 39(1), 44-67. https://doi.org/10.1080/02635143.2019.1647158
Avraamidou, L. (2020). “I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations. Journal of Research in Science Teaching, 57(3), 311-341. https://doi.org/10.1002/tea.21593
Avraamidou, L. (2020). Science identity as a landscape of becoming: Rethinking recognition and emotions through an intersectionality lens. Cultural Studies of Science Education, 15(2), 323–345. https://doi.org/10.1007/s11422-019-09954-7
Munfaridah, N., Avraamidou, L., & Goedhart, M. (2019). Exploring pre-service physics teachers’ development of physics identity through the use of Multiple Representations (MR). Poster session presented at ESERA Conference 2019, Bologna, Italy.
Skayia, A., Avraamidou, L., & Evagorou, M. (2019). How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches. JOURNAL OF RESEARCH IN SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION, 2(2), 72-83. https://doi.org/10.31756/jrsmte.222
Katz, P., & Avraamidou, L. (2019). Introduction: Meeting Basic Needs. In P. Katz, & L. Avraamidou (Eds.), Stability and Change in Science Education -Meeting Basic Learning Needs: Homeostasis and Novelty in Teaching and Learning (pp. 3-7). (New Directions in Mathematics and Science Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635_001
Avraamidou, L. (2019). Making Sense of Sensemaking in Elementary Science—Perspectives from Identity and Implications for Equity. In E. Davis, C. Zembal-Saul, & S. Kademian (Eds.), Sensemaking in Elementary Science: Supporting Teacher Learning (1 ed., pp. 78-87). (Teaching and Learning in Science Series). Routledge, Taylor and Francis group. https://www.routledge.com/Sensemaking-in-Elementary-Science-Supporting-Teacher-Learning-1st-Edition/Davis-Zembal-Saul-Kademian/p/book/9781138386952
Katz, P., & Avraamidou, L. (2019). Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education . In P. Katz, & L. Avraamidou (Eds.), Stability and Change in Science Education: Homeostasis and Novelty in Teaching and Learning (pp. 8-18). (New Directions in Mathematics and Science Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635_002
Lammers, A., Goedhart, M. J., & Avraamidou, L. (2019). Reading and synthesising science texts using a scientific argumentation model by undergraduate biology students. International Journal of Science Education, 41(16), 2323-2346. https://doi.org/10.1080/09500693.2019.1675197
Avraamidou, L. (2019). Response: Making Sense of Sensemaking in Elementary Education. In E. A. Davis, C. Zembal-Saul, & S. M. Kademian (Eds.), Sensemaking in Elementary Science: Supporting Teacher Learning (1 ed., pp. 78-86). Routledge. https://doi.org/10.4324/9780429426513-6
Katz, P., & Avraamidou, L. (Eds.) (2019). Stability and Change in Science Education -- Meeting Basic Learning Needs: Homeostasis and Novelty in Teaching and Learning. (New Directions in Mathematics and Science Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635
Avraamidou, L., & Katz, P. (2019). Synthesis and Recommendations. In P. Katz, & L. Avraamidou (Eds.), Stability and Change in Science Education: Homeostasis and Novelty in Teaching and Learning (pp. 231-239). (New Directions in Mathematics and Science Education; Vol. 33). Brill. https://doi.org/10.1163/9789004391635_013
Azevedo, N. H., & Marinho Del Corso, T. (2019). A doença dos trabalhadores da estrada de ferro: uma narrativa histórica e suas potencialidades para explorar aspectos de natureza da ciência. Cadernos de História da Ciência, 12(3), 19-53. https://doi.org/10.47692/cadhistcienc.2017.v13.33799
Azevedo, N. H., & Marinho Del Corso, T. (2019). A doença dos trabalhadores da estrada de ferro: Considerações para a aplicação da narrativa histórica. Cadernos de História da Ciência, 13(2), 154-181. https://doi.org/10.47692/cadhistcienc.2017.v13.33807
Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2020). Logical Reasoning in Formal and Everyday Reasoning Tasks. International Journal of Science and Mathematics Education, 18(8), 1673–1694. https://doi.org/10.1007/s10763-019-10039-8
Stadermann, H. K. E., van den Berg, E., & Goedhart, M. J. (2019). Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic. Physical Review Physics Education Research, 15(1), Article 010130. https://doi.org/10.1103/PhysRevPhysEducRes.15.010130
Eynde, van den, S., Goedhart, M., Deprez, J., & De Cock, M. (2019). Extending the conceptual blending framework to represent dynamics in student reasoning. Abstract from ESERA Conference 2019, Bologna, Italy.
Rooij, van, E., Fokkens-Bruinsma, M., Goedhart, M., Coskun, B., Kuijpers, A., Dam, M., Janssen, F., & de Vries, M. (2019). Onderzoek naar de vergroting van de instroom in de eerstegraads lerarenopleiding voor wiskunde, natuurkunde, scheikunde en informatica. Rijksuniversiteit Groningen.
van Rooij, E. C. M., Fokkens-Bruinsma, M., & Goedhart, M. (2019). Preparing Science Undergraduates for a Teaching Career: Sources of Their Teacher Self-Efficacy. The Teacher Educator, 54(3), 270-294. https://doi.org/10.1080/08878730.2019.1606374
Eynde, van den, S., Goedhart, M., Deprez, J., & De Cock, M. (2019). Student difficulties with boundary conditions for the diffusion equation. Poster session presented at ESERA Conference 2019, Bologna, Italy.
Anwar, L., & Goedhart, M. (2019). Understanding geometric proofs: Scaffolding pre-service mathematics teacher students through dynamic geometry system (dgs) and flow-chart proof. In U. T. Jankvist, M. V. D. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (Vol. TWG01, pp. 104-111). (Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)). Freudenthal Group. https://hal.archives-ouvertes.fr/hal-02397991
Mali, A., Cawley, Anne, A., Duranczyk, I., Mesa, V., Ström, A., & Watkins, L. (2019). Identifying sense-making in algebra instruction at U.S. postsecondary colleges. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceeding of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2586 -2593). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Petropoulou, G., Mali, A., & Biza, I. (2019). Research mathematicians in teaching practice: Possibilities and perspectives for the education of future mathematics teachers. In C. Christou (Ed.), Proceeding of the 8th Conference of the Greek Association of Researchers in Mathematics Education (pp. 170-178). University of Cyprus and GARME.
Mali, A., Gerami, S., Ullah, A., & Mesa, V. (2019). Teacher Questioning in Problem Solving in Community College Algebra Classrooms. In P. Felmer, P. Liljedahl, & B. Koichu (Eds.), Problem Solving in Mathematics Instruction and Teacher Professional Development (pp. 317-335). Springer International Publishing. https://doi.org/10.1007/978-3-030-29215-7_17
Mesa, V., Mali, A., & Castro-Rodríguez, E. (2019). University student use of dynamic textbooks: An exploratory analysis. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceeding of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2604-2605). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Lee, M., Schultheis, E. H., Kjelvik, M. K., Mead, L., & Stuhlsatz, M. (2019). Secondary students’ development of scientific arguments: Shifts happen.

2018

Avraamidou, L. (2019). Stories we Live, Identities we Build: How are elementary teachers' science identities shaped by their lived experiences? Cultural Studies of Science Education, 14(1), 33-59. https://doi.org/10.1007/s11422-017-9855-8
Kayumova, S., Avraamidou, L., & Adams, J. (2018). Diversity, Equity, and the Big Picture. In L. Bryan, & K. Tobin (Eds.), Critical Issues and Bold Visions for Science Education: The Road Ahead (pp. 285-297). Brill. https://doi.org/10.1163/9789004389663_016
Avraamidou, L. (2018). Elementary science teacher identity as a lived experience: Small stories in narrative analysis. In P. Schutz, J. Y. Hong, & D. Cross Francis (Eds.), Research on Teacher Identity: Mapping Challenges and Innovations (pp. 145-155). Springer International Publishing. https://doi.org/10.1007/978-3-319-93836-3_13
Voivonta, T., & Avraamidou, L. (2018). Facebook: A potentially valuable educational tool? Educational Media International, 55(1), 34-48. https://doi.org/10.1080/09523987.2018.1439708
Katz, P., & Avraamidou, L. (Eds.) (2018). Stability and Change in Science Education: Meeting Basic Learning Needs. (New Directions in Mathematics and Science Education; Vol. 033). Brill. https://brill.com/view/title/54212?format=PBK
Adams, J., Avraamidou, L., Bayram-Jacobs, D., Boujaoude, S., Bryan, L., Christodoulou, A., Couso, D., Danielsson, A., Dillon, J., Erduran, S., Evagorou, M., Goedhart, M., Kang, N-H., Kaya, E., Kayumova, S., Larsson, J., Martin, S., Martinez Chico, M., Marzabal, A., ... Zembal-Saul, C. (2018). The role of science education in a changing world. NIAS Lorentz center. https://www.lorentzcenter.nl/lc/web/2018/960/extra.php3?wsid=960&venue=Snellius
Azevedo, N. H., & Lopes Scarpa, D. (2018). Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration. In M. E. Prestes, & C. Silva (Eds.), Teaching Science with Context. Science: Philosophy, History and Education (pp. 17-30). Springer. https://doi.org/10.1007/978-3-319-74036-2_2
Eynde, van den, S., Goedhart, M., Deprez, J., & De Cock, M. (2018). Blending of mathematics and physics: Student difficulties with boundary conditions for the diffusion equation. Abstract from GIREP 2018, San Sebastian, Spain.
Eynde, van den, S., Goedhart, M., Deprez, J., & De Cock, M. (2018). Blending of mathematics and physics: Boundary conditions for the heat equation. Abstract from ESERA Summer school 2018, Jyväskylä, Finland.
Aaten, A. B., Roorda, G., Deprez, J., & Goedhart, M. (2018). Evolution of undergraduate students' mathematical reasoning. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 3). PME. http://www.pme42.se/
Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2018). Interventie bij vwo wiskunde C: redeneren in non-formele contexten. Poster session presented at Onderwijs meets Onderzoek, Utrecht, Netherlands.
Bronkhorst, H., Roorda, G., Suhre, C., & Goedhart, M. (2018). Secondary Students' Logical Reasoning Abilities. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 27). PME.
Cawley, A., Duranczyk, I., Mali, A., Mesa, V., Ström, A., Watkins, L., Kimani, P., & Lim, D. (2018). An innovative qualitative video analysis instrument to assess the quality of post-secondary algebra instruction. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 227-234). PME.
Mali, A., & Mesa, V. (2018). Instructor creation of lecture notes with digital textbooks. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 109-109).
Mali, A., & Mesa, V. (2018). Instructor use of dynamic textbooks in teaching Linear Algebra and Abstract Algebra. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (pp. 1580-1581). SIGMAA.
Hancock, II, J. B., & Lee, M. (2018). A new take on "tried and true": Purposefully repurposing activities for phenomena-based teaching. The Science Teacher, 85(3), 43-48.

2017

Avraamidou, L. (2017). A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science. Cultural Studies of Science Education, 12(2), 331-353. https://doi.org/10.1007/s11422-015-9700-x
Drumond Viera, R., Florentino de Melo, V., Avraamidou, L., & Avelar Lobato, J. (2017). Reconceptualizing Scientific Literacy: The Role of Students’ Epistemological Profiles. Education Sciences, 7(2), 1-18. https://doi.org/10.3390/educsci7020047
Avraamidou, L., & Bryan, L. (2017). Science education reform: Reflecting on the past and raising questions for the future. In L. A. Bryan, & K. G. Tobin (Eds.), 13 Questions: Reframing Education's Conversation: Science (pp. 401-418). Peter Lang.
Prins, R., Avraamidou, L., & Goedhart, M. (2017). Tell me a story: The use of narrative as a learning tool about natural selection. Educational Media International, 54(1), 20-33. https://doi.org/10.1080/09523987.2017.1324361
Azevedo, N. H., & Lopes Scarpa, D. (2017). A large-scale survey on nature of science conceptions of the brazilian biology undergraduates and the potentially associated education factors. Ensaio Pesquisa em Educação em Ciências , 19(e2794). https://doi.org/10.1590/1983-21172017190121
Azevedo, N. H., & Lopes Scarpa, D. (2017). A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education. Revista Brasileira de Pesquisa em Educação em Ciências, 17(2), 621-659. https://periodicos.ufmg.br/index.php/rbpec/article/view/4700/3012
Azevedo, N. H., & Marinho Del Corso, T. (2017). Carlos Chagas (1879 - 1934) and the triple discovery: A teaching-learning sequence with historical inquiry case and nature of science. 162-164. Abstract from THE ISHPSSB & ABFHIB 2017 MEETING, Sao Paolo, Brazil. https://www.researchgate.net/publication/321315313_Carlos_Chagas_1879_-_1934_and_the_triple_discovery_A_teaching_learning_sequence_with_historical_inquiry_case_and_nature_of_science?_sg%5B0%5D=AW-U1m-xgDHvpG70C_J5CXLtxzvo5GXt8Vt63azCKkelbu0klxdN4zcRtxHXKz_bxS8DsFHBW8NsIdXfXTGiIijVfYMnvZsxu7cpKYXz.ztJaBdihqATmZ7Bleu-a8eKGbqd-gjF06seQ1W0jiIvHS8IhvJcGFSOZKrVaOdjePVRdU_jFwmr5leOcevHX7A
Azevedo, N. H., & Lopes Scarpa, D. (2017). Decisões envolvidas na elaboração e validação de um questionário contextualizado sobre concepções de natureza da ciência. Investigações em Ensino de Ciências, 22(2), 57-82. https://doi.org/10.22600/1518-8795.ienci2017v22n2p57
Azevedo, N. H., & Lopes Scarpa, D. (2017). O contato com materiais de divulgação científica pode influenciar as concepções de natureza da ciência? In XI ENPEC - Encontro Nacional de Pesquisa em Educação em Ciências http://abrapecnet.org.br/enpec/xi-enpec/anais/resumos/R1675-1.pdf
Azevedo, N. H., & Lopes Scarpa, D. (2017). Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências. Revista Brasileira de Pesquisa em Educação em Ciências, 17(2), 579–619. https://doi.org/10.28976/1984-2686rbpec2017172579
Azevedo , N. H., Marinho Del Corso, T., & Trivelato, S. (2017). Robert Hooke e a pulga um episódio histórico em sala de aula com o uso de desenhos e descrições como práticas epistêmicas. ENSEÑANZA DE LAS CIENCIAS, extra, 3623-3628. https://dialnet.unirioja.es/servlet/articulo?codigo=6690565
Azevedo, N. H., & Marinho Del Corso, T. (2017). Teaching Brazilian Biology: Historical Case Studies for Nature of Science Education. 162-163. Abstract from THE ISHPSSB & ABFHIB 2017 MEETING, Sao Paolo, Brazil. https://www.ishpssb.org/images/downloads/events/2017/ISHPSSB2017-Abstracts.pdf
Azevedo, N. H., & Lopes Scarpa, D. (2017). What are legume root nodules? An example of history of science use for designing and evaluating inquiry-based-learning activities. 83-84. Abstract from THE ISHPSSB & ABFHIB 2017 MEETING, Sao Paolo, Brazil. https://www.ishpssb.org/images/downloads/events/2017/ISHPSSB2017-Abstracts.pdf
Bronkhorst, H., Goedhart, M., Roorda, G., & Suhre, C. (2017). Logisch redeneren en de ontwikkeling van redeneervaardigheden in het voortgezet onderwijs. Onderwijs Research Dagen 2017, Antwerp, Belgium.
Bronkhorst, H., Goedhart, M., Roorda, G., & Suhre, C. (2017). Onderwijs in logisch redeneren: interventie bij vwo wiskunde C. Poster session presented at Conferentie Onderzoek meets onderwijs, NVvW, SLO en FI.
Goedhart, M. (2017). Overbruggen van onderzoek en onderwijs (7). Lesactiviteiten en wetenschappelijk redeneren. NVOX, 42(2), 108-109.
Aaten, A. B., Deprez, J., Roorda, G., & Goedhart, M. (2017). Undergraduates' reasoning while solving integration tasks: discussion of a research framework. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) (pp. 1961-1968). DCU Institute of Education and ERME.
Petropoulou, G., & Mali, A. (2017). Characterising undergraduate mathematics teaching across settings and countries: An analytical framework. Nordic Studies in Mathematics Education (NOMAD), 22(4), 23-42. http://ncm.gu.se/nomad-sokresultat-vy?brodtext=22_4_mali
Jaworski, B., Mali, A., & Petropoulou, G. (2017). Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students' Meaning Making in Mathematics. International Journal of Research in Undergraduate Mathematics Education, 3(1), 168-197. https://doi.org/10.1007/s40753-016-0044-z
Mali, A., Jaworski, B., & Biza, I. (2017). Proof-oriented tutoring: A small group culture utilising research strategies of mathematicians. In R. Göller, R. Biehler, R. Hochmuth, & H. G. Rück (Eds.), Proceedings of kompetenzzentrum hochschuldidaktik mathematik Conference (pp. 218-222). khdm.
Mesa, V., Duranczyk, I., Kohli, N., Ström, A., Watkins, L., & Mali, A. (2017). Towards a measure of the quality of instruction @ community colleges: Focusing on mathematical procedures. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference (pp. 1643-1644).
Mesa, V., & Mali, A. (2017). Uses of dynamic textbooks in undergraduate mathematics classrooms. In G. Schubring, L. Fan , & V. Geraldo (Eds.), Proceedings of the 2nd International Conference on Mathematics Textbook Research and Development (pp. 75-77). Instituto de Matemática, Universidade Federal do Rio de Janeiro.
Lee, M. (2017). Pre-service teachers often lack effective coaching.

2016

Avraamidou, L., & Roth, W-M. (Eds.) (2016). Intersections of Formal and Informal Science. Routledge, Taylor and Francis group.
Avraamidou, L. (2016). Intersections of life histories and science identities: the stories of three preservice elementary teachers. International Journal of Science Education, 38(5), 861-884. https://doi.org/10.1080/09500693.2016.1169564
Roth, W-M., & Avraamidou, L. (2016). Looking Back to Look Forward. In L. Avraamidou, & W-M. Roth (Eds.), Intersections of Formal and Informal Sciene (pp. 229-238). Routledge, Taylor and Francis group.
Avraamidou, L., & Roth, W-M. (2016). Prologue. In L. Avraamidou, & W-M. Roth (Eds.), Intersections of Formal and Informal Science Routledge, Taylor and Francis group.
Avraamidou, L. (2016). Qualitative methods in social research: Theoretical Underpinnings and Research Approaches. In A. Pyrgiotakis, & C. Theophilides (Eds.), Research methods in social and educational sciences Πεδίο.
Avraamidou, L. (2016). Self-studies of elementary science teacher educators: Insights, implications, and future research directions. In G. Buck, & V. Akerson (Eds.), Allowing our professional knowledge of preservice science teacher education to be enhanced by self-study research: Turning a critical eye on our practice (pp. 223-240). Springer. https://doi.org/10.1007/978-3-319-32447-0_12
Avraamidou, L. (2016). Stories of self and informal science: Tracing Preservice Teachers’ Identity Work across informal science experiences. In L. Avraamidou, & W-M. Roth (Eds.), Intersections of Formal and Informal Science (pp. 217-288). Routledge, Taylor and Francis group. https://www.routledge.com/Intersections-of-Formal-and-Informal-Science-1st-Edition/Avraamidou-Roth/p/book/9781138951051
Avraamidou, L. (2016). Stories of Self and Science: Preservice Elementary Teachers’ Identity Work through Time and Across Contexts. Pedagogies: An International Journal, 11(1), 43-62. https://doi.org/10.1080/1554480X.2015.1047837
Avraamidou, L. (Ed.) (2016). Studying Science Teacher Identity: Theoretical, Methodological and Empirical Explorations. (New directions in mathematics and science education; Vol. 30). Sense Publishers. https://doi.org/10.1007/978-94-6300-528-9
Avraamidou, L. (2016). Studying science teacher identity: An introduction. In L. Avraamidou (Ed.), Studying science teacher identity: Theoretical, Methodological and Empirical Explorations (pp. 1-14). Sense Publishers. https://doi.org/10.1007/978-94-6300-528-9
Avraamidou, L. (2016). Telling stories: Intersections of life histories and science teaching identities. In L. Avraamidou (Ed.), Studying science teacher identity: Theoretical, Methodological and Empirical Explorations (pp. 153-176). (NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION; Vol. 30). Sense Publishers. https://doi.org/10.1163/9789463005289_009
Themistokleous, S., & Avraamidou, L. (2016). The role of online games in promoting young adults’ civic engagement. Educational Media International, 53(1), 53-67. https://doi.org/10.1080/09523987.2016.1192352
Murmann, M., & Avraamidou, L. (2016). The Use of Fictional Stories in Science Exhibits: The Emperor Who Only Believed His Own Eyes. Curator: The Museum Journal, 59(3), 239-261. https://doi.org/10.1111/cura.12165
Zacharia, Z. C., Lazaridou, C., & Avraamidou, L. (2016). The use of mobile devices as means of data collection in supporting elementary school students' conceptual understanding about plants. International Journal of Science Education, 38(4), 596-620. https://doi.org/10.1080/09500693.2016.1153811
Telli, S. (2016). Students' perceptions of teachers' interpersonal behaviour across four different school subjects: Control is good but affiliation is better. Teachers and Teaching: Theory and Practice, 22(6), 729-744. https://doi.org/10.1080/13540602.2016.1158961
Aaten, A. B., Deprez, J., Roorda, G., & Goedhart, M. (2016). A case study on undergraduate students’ focus when solving integration tasks: the role of relating task properties and possible approaches. In C. Csikos (Ed.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: Vol. 1. Szeged, 3-7 August, 2016 (pp. 107). PME. https://limo.libis.be/primo-explore/fulldisplay?docid=LIRIAS1769347&context=L&vid=Lirias&search_scope=Lirias&tab=default_tab&lang=en_US&fromSitemap=1
Goedhart, M. (2016). Overbruggen van onderzoek en onderwijs (6). Trots en triomf. NVOX, 41(3), 122-123.
van Lacum, E., Koeneman, M., Ossevoort, M., & Goedhart, M. (2016). Scientific Argumentation Model (SAM): A Heuristic for Reading Research Articles by Science Students. In N. Papadouris, A. A. Hadjigeorgiou, & C. Constantinou (Eds.), Insights from research in science teaching and learning: Selected Papers from the ESERA 2013 Conference (pp. 169-183). Springer. https://doi.org/10.1007/978-3-319-20074-3_1
Roorda, G., Vos, P., Drijvers, P., & Goedhart, M. (2016). Solving rate of change tasks with a graphing calculator: A case study on instrumental genesis. Digital Experience in Mathematics Education, 2(3), 228-252. https://doi.org/10.1007/s40751-016-0022-8
Witterholt, M., Goedhart, M., & Suhre, C. (2016). The impact of peer collaboration on teachers’ practical knowledge. European Journal of Teacher Education, 39(1), 126-143. https://doi.org/10.1080/02619768.2015.1109624
Alexakos, K., Pride, L. D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., Zapata, C., Wright, S., & Smith, T. (2016). Mindfulness and discussing "thorny" issues in the classroom. Cultural Studies of Science Education, 11, 741–769. https://doi.org/10.1007/s11422-015-9718-0
Jaworski, B., Potari, D., Rasmussen, C., Oates, G., Kwon, O. N., Ellis, J., Maciejewski, W., Mali, A., Petropoulou, G., Wawro, M., & Zachariades, T. (2016). PME 40 Research Forum: Mathematics learning and teaching at university level. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 375-404). PME.

2015

Theodoulou, P., Avraamidou, L., & Vrasidas, C. (2015). Flow and the pedagogical affordances of computer games: a case study. Educational Media International, 52(4), 328-339. https://doi.org/10.1080/09523987.2015.1101223
Skayia, A., & Avraamidou, L. (2015). Informal science approaches to elementary teacher preparation. Science Education: Research & Praxis, 54, 35-46.
Georgiou, N., Filippidi, R., Fotiou, Z., & Avraamidou, L. (2015). Preservice elementary teachers’ understandings about gravity, day-night, and seasons. Science Education: Research & Praxis, (46), 30-50. Article 46.
Avraamidou, L. (2015). Reconceptualizing Elementary Teacher Preparation: A case for informal science education. International Journal of Science Education, 37(1), 108-135. https://doi.org/10.1080/09500693.2014.969358
Vrasidas, C., Avraamidou, L., Theodoridou, K., Themistokleous, S., & Panaou, P. (2015). Science fiction in education: Case studies from classroom implementations. Educational Media International, 52(3), 201-215.
Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: a review of the literature. Educational Media International, 52(4), 253-271. https://doi.org/10.1080/09523987.2015.1125988
Lopes Scarpa, D., Bruno Cavalari Menna, V., Carolina Vilarrubia , A., Azevedo, N. H., Virgino dos Santos Xavier, J., & Ferreira Campos, N. (2015). Ações e princípios para o planejamento de sequências didáticas argumentativas. In X Encontro Nacional de Pesquisa em Educação em Ciências – X ENPEC http://www.abrapecnet.org.br/enpec/x-enpec/anais2015/resumos/R1279-1.PDF
Roorda, G., Goedhart, M., & Vos, P. (2015). An actor-oriented transfer perspective on high school students’ development of the use of procedures to solve problems on “rate of change”. International Journal of Science and Mathematics Education, 13(4), 863-889. https://doi.org/10.1007/s10763-013-9501-1
Goedhart, M. (2015). Changing Perspectives on the Undergraduate Chemistry Curriculum. In J. Garcia-Martinez, & E. Serrano-Torregrosa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends (pp. 73-97). Wiley. https://doi.org/10.1002/9783527679300.ch4
Goedhart, M. (2015). Overbruggen van onderzoek en onderwijs (5). Dynamische visualisaties. NVOX, 40(8), 404-405.
Jaworski, B., Mali, A., & Petropoulou, G. (2015). Approaches to teaching mathematics and their relation to students’ mathematical meaning making. In Proceedings of 39th Psychology of Mathematics Education conference (Vol. 3, pp. 97-104). PME.
Mali, A. (2015). Characterising university mathematics teaching. In K. Krainer , & N. Vondrová (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2187-2193). Charles University in Prague, Faculty of Education and ERME.

2014

Murmann, M., & Avraamidou, L. (2014). Animals, Emperors, Senses: Exploring a story-based learning design in a Museum setting. International Journal of Science Education, Part B, 4(1), 66-91. https://doi.org/10.1080/21548455.2012.760857
Avraamidou, L. (2014). Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments. Journal of Science Teacher Education, 25(7), 823-843. https://doi.org/10.1007/s10972-014-9395-y
Murmann, M., & Avraamidou, L. (2014). Narrative as a learning tool in science centers: potentials, possibilities and merits. Journal of Science Communication, 13(02), 1824-2049. http://jcom.sissa.it/
Barreto-Espino, R., Zembal-Saul, C., & Avraamidou, L. (2014). Prospective Elementary Teachers' Knowledge of Teaching Science as Argument: A Case Study. School Science and Mathematics, 114(2), 53-64. https://doi.org/10.1111/ssm.12052
Avraamidou, L. (2014). Studying science teacher identity: current insights and future research directions. Studies in Science Education, 50(2), 145-179. https://doi.org/10.1080/03057267.2014.937171
Koutromanos, G., & Avraamidou, L. (2014). The use of mobile games in formal and informal learning environments: A review of the literature. Educational Media International, 51(1), 49-65. https://doi.org/10.1080/09523987.2014.889409
Neokleous, A., Louka, I., & Avraamidou, L. (2014). The use of technology applications in school science: A case study. Science Education: Research & Praxis, 70-89. Article 42.
Avraamidou, L. (2014). Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching. Journal of Teacher Education, 65(3), 223-240. https://doi.org/10.1177/0022487113519476
Papaleontiou, A., Neoptolemou, T., & Avraamidou, L. (2014). Young students’ views about the ideal science teacher. Επιστήμες Αγωγής, 1, 7-24. Article 1.
Azevedo, N. H., Martini, A., de Oliveira, A., & Lopes Scarpa, D. (2014). Ecologia na Restinga: uma sequência didática argumentativa. Edição dos Autores. https://doi.org/10.11606/9788591694808
van Lacum, E., Ossevoort, M., & Goedhart, M. (2014). A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles. CBE-Life Sciences Education, 13(2), 253-264. https://doi.org/10.1187/cbe.13-06-0110
Roorda, G., Vos, P., Drijvers, P. H. M., & Goedhart, M. (2014). Graphing calculator supported instrumentation schemes for the concept of derivative: a case study. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 5, pp. 55-64). PME. http://www.pme38.com
Goedhart, M. (2014). Overbruggen van onderzoek en onderwijs (3). Practicum en concept mapping. NVOX, 39(4), 172-174.
Goedhart, M. (2014). Overbruggen van onderzoek en onderwijs (4). Argumenteren en Nature of Science. NVOX, 39(8), 400-402.
Boer, H. J., Prins, G. T., Goedhart, M., & Boersma, K. T. (2014). Students' experienced coherence between chemistry and biology in context-based secondary science education. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), Science learning and citizenship (pp. 385-402). Springer.
Goedhart, M., & De Gruijter, J. (2014). Van oude naar nieuwe scheikunde. Zoek de verschillen. NVOX, 39(9), 465-467.
Mali, A., Biza, I., & Jaworski, B. (2014). Characteristics of university mathematics teaching: Use of generic examples in tutoring. In Proceedings of the Joint Meeting of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Group for the Psychology of Mathematics Education (Vol. 4, pp. 161-168). (Proceedings of the Joint Meeting of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Group for the Psychology of Mathematics Education). PME.
Mali, A. (2014). Lecturers' use of generic examples: The generic set. Research in Mathematics Education, 16(3), 324-325. https://doi.org/10.1080/14794802.2014.971338
Mali, A. (2014). Lecturers’ use of genericity across examples in mathematics tutoring. In P. Barmby (Ed.), Proceedings of the British Society for Research into Learning Mathematics Mathematics (34 ed., Vol. 1, pp. 83-88). King’s College London.
Mali, A. (2014). Teaching Knowledge-in-Practice: An introduction. In G. Adams (Ed.), Proceedings of the British Society for Research into Learning Mathematics (34 ed., Vol. 3, pp. 43-48). University of Leicester.
Schwarz, C. V., Ke, L., Lee, M., & Rosenberg, J. M. (2014). Developing mechanistic model-based explanations of phenomena: Case studies of two fifth grade students’ epistemologies in practice over time. In J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 182-189). International Society of the Learning Sciences, Inc.. https://doi.org/10.22318/icls2014.182

2013

Avraamidou, L. (2013). Prospective Elementary Teachers' Science Teaching Orientations and Experiences that Impacted their Development. International Journal of Science Education, 35(10), 1698-1724. https://doi.org/10.1080/09500693.2012.708945
Avraamidou, L. (2013). Qualitative Methods in Social Research: Theoretical Framework and Approaches to Qualitative Research. In A. Pyrgiotakis, & C. Theofilides (Eds.), Educational Research: Theoretical Perspectives and Practical Approaches (pp. 13-25). University of Nicosia Press.
Avraamidou, L. (2013). Superheroes and supervillains: reconstructing the mad-scientist stereotype in school science. Research in science & technological education, 31(1), 90-115. https://doi.org/10.1080/02635143.2012.761605
Andreou, N., & Avraamidou, L. (2013). Teenage girls’ orientations towards Chemistry: A case study. Science Education: Research & Praxis, 42(43), 31-44.
Hadjiachilleos, S., Avraamidou, L., & Papastavrou, S. (2013). The Use of Lego Technologies in Elementary Teacher Preparation. Journal of Science Education and Technology, 22(5), 614-629. https://doi.org/10.1007/s10956-012-9418-4
Avraamidou, L. (2013). The Use of Mobile Technologie: A case study: A case study. Journal of Computers and Mathematics and Science Teaching, 32(4), 361-379.
Goedhart, M. (2013). DUDOC als symbiose van onderwijsonderzoek en onderwijspraktijk. Pedagogische studien, 90(2), 78-84.
Koeneman, M., Goedhart, M., & Ossevoort, M. (2013). Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis. Research in science education, 43(5), 2009-2034. https://doi.org/10.1007/s11165-012-9341-y
Roorda, G., Goedhart, M., & Vos, P. (2013). Long-Term Development of students' repertoire of rate of change procedures. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 5). Springer.
Goedhart, M. (2013). Overbruggen van onderzoek en onderwijs (2). Learning progressions. NVOX, 38(7), 334-336.
Goedhart, M. (2013). Overbruggen van onderzoek en onderwijs. Belangstelling. NVOX, 38(2), 64-65.
Mali, A., Biza, I., Kaskadamis, M., Potari, D., & Sakonidis, C. (2013). Integrating technology into teaching: New challenges for the classroom mathematical meaning construction. In B. Ubuz, Ç. Haser , & M. A. Mariotti (Eds.), Proceedings of the 8th Congress of the European Society for Research in Mathematics Education (pp. 3175-3184). CERME.

2012

Agathokleous, T., & Avraamidou, L. (2012). How do young children view the world? A case study. Σύγχρονη Εκπαίδευση, 89-102.
Avraamidou, L., & Evagorou, M. (2012). Introduction. In M. Evagorou, & L. Avraamidou (Eds.), Contemporary approaches to science teaching and Learning. (pp. 1-12). ΔΙΑΔΡΑΣΗ.
Avraamidou, L. (2012). Open-ended scientific inquiries at the elementary school. Σύγχρονη Εκπαίδευση, 89-102.
Hadjiachilleos, S., & Avraamidou, L. (2012). Open-ended scientifi c inquiry in a nonformal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development. In M. Kooy, & K. van Veen (Eds.), Teacher Learning that Matters: International Perspectives (1st ed., pp. 217-234). Taylor and Francis Ltd. https://doi.org/10.4324/9780203805879-22
Evagorou, M., & Avraamidou, L. (2012). Theoretical and Practical Approaches to Science Teaching. ΔΙΑΔΡΑΣΗ.
Azevedo, N. H., Martini, A., & de Oliveira, A. (2012). Distribuição espacial de bromélias tanque terrestres em Restinga: causas e consequências. In 63º Congresso Nacional de Botânica https://dtihost.sfo2.digitaloceanspaces.com/sbotanicab/63CNBot/63CNBot_ev_152.pdf
van Seters, J. R., Wellink, J., Tramper, J., Goedhart, M. J., & Ossevoort, M. A. (2012). A web-based adaptive tutor to teach PCR primer design. Biochemistry and molecular biology education, 40(1), 8-13. https://doi.org/10.1002/bmb.20563
Dijkstra, E. M., & Goedhart, M. J. (2012). Development and validation of the ACSI: measuring students' science attitudes, pro-environmental behaviour, climate change attitudes and knowledge. Environmental education research, 18(6), 733-749. https://doi.org/10.1080/13504622.2012.662213
Ossevoort, M., Koeneman, M., & Goedhart, M. (2012). Exploring scientific research articles in the classroom. Science in School, (25), 36-40. http://www.scienceinschool.org/2012/issue25
van Lacum, E., Ossevoort, M., Buikema, H., & Goedhart, M. (2012). First Experiences with Reading Primary Literature by Undergraduate Life Science Students. International Journal of Science Education, 34(12), 1795-1821. https://doi.org/10.1080/09500693.2011.582654
van Seters, J. R., Ossevoort, M. A., Tramper, J., & Goedhart, M. J. (2012). The influence of student characteristics on the use of adaptive e-learning material. Computers & Education, 58(3), 942-952. https://doi.org/10.1016/j.compedu.2011.11.002
Witterholt, M., Goedhart, M., Suhre, C., & van Streun, A. (2012). The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher. Teaching and Teacher Education, 28(5), 661-674. https://doi.org/10.1016/j.tate.2012.01.003

2011

van Seters, J., Ossevoort, M., Goedhart, M., & Tramper, J. (2011). Accommodating the difference in students' prior knowledge of cell growth kinetics. Electronic journal of biotechnology, 14(2), Article 2. https://doi.org/10.2225/vol14-issue2-fulltext-2
Goedhart, M. (2011). Bespreking proefschrift "Teaching and learning of modeling in chemistry education. Authentic practices as contexts for learning". Tijdschrift voor Didactiek der Bètawetenschappen, 28(1), 80-85.
Schaap, S., Vos, P., Ellermeijer, T., & Goedhart, M. (2011). De vertaalslag van een situatie naar een wiskundige formule: een studie naar vraagstellingen en leerling prestaties op het centraal examen. Tijdschrift voor Didactiek der Bètawetenschappen, 28(1), 3-31.
Dijkstra, E., & Goedhart, M. (2011). Evaluation of authentic science projects on climate change in secondary schools: A focus on gender differences. Research in science & technological education, 29(2), 131-146. https://doi.org/10.1080/02635143.2011.581631
van Eijck, M., Goedhart, M. J., & Ellermeijer, T. (2011). Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram. Research in science education, 41(1), 1-18. https://doi.org/10.1007/s11165-009-9143-z
Schaap, S., Vos, P., & Goedhart, M. (2011). Students overcoming blockages while building a mathematical model; exploring a framework. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling: ICTMA14 (pp. 137-146). (International perspectives on the teaching and learning of mathematical modelling; Vol. 1). Springer.
Lee, M., Dancy, M., Henderson, C., & Brewe, E. (2011). Successes and constraints in the enactment of a reform. In C. Singh, S. Rebello, & P. Engelhardt (Eds.), American Institute of Physics Conference Proceedings, Physics Education Research Conference (pp. 239-242). American Institute of Physics.

2010

den Brok, P., Telli, S., Cakiroglu, J., Taconis, R., & Tekkaya, C. (2010). Learning environment profiles of Turkish secondary biology classrooms. Learning Environments Research, 13, 187–204. https://doi.org/10.1007/s10984-010-9076-5
Telli, S., den Brok, P., & Cakiroglu, J. (2010). The importance of teacher–student interpersonal relationships for Turkish students’ attitudes towards science. JOURNAL OF RESEARCH IN SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION, 28(3), 261-276. https://doi.org/10.1080/02635143.2010.501750
Goedhart, M. J. (2010). Centraal examen gijzelt natuurkundeonderwijs. Nederlands Tijdschrift voor Natuurkunde, 76(10), 349-349.
Apotheker, J. H., Pilot, A., Van Streun, A., & Goedhart, M. J. (2010). Chemisches Rechnen. Ein Beispiel für die kooperative Bearbeitung von Aufgaben. Naturwissenschaften im Unterricht Chemie, 22, 124 - 127.
Vos, P., Den Braber, N. S., Roorda, G., & Goedhart, M. J. (2010). Hoe begrijpen en gebruiken docenten van de schoolvakken natuurkunde, scheikunde en economie het wiskundige concept ‘afgeleide’? Tijdschrift voor Didactiek der Bètawetenschappen, 27(1&2), 37-62.
Dijkstra, E., & Goedhart, M. J. (2010). “I liked it all!” How students appreciate Carboschools– and what impact it has on them. In Global change: from research to the classroom (pp. 57-68). Carboschools consortium.
Jansen, E. P. W. A., & Goedhart, M. J. (2010). (Inter)disciplinary Dublin descriptors? Implementation of the Bologna process in a Dutch University. In M. Davies, M. Devlin, & M. Tight (Eds.), Interdisciplinary Higher Education: Theory and Practice. Volume 5 of International Perspectives on Higher Educa tion Research. (pp. 93-103). Emerald Group Publishing Limited.

2009

Telli, S., Cakiroglu, J., & den Brok, P. (2009). Interpersonal relationship of high schools' teachers and teachers profile. Hacettepe universitesi egitim fakultesi dergisi-Hacettepe university journal of education, (36), 260-270.
Mulder, H. A. J., & Goedhart, M. J. (2009). Book Review: Holliman, R., Whitelegg, E., Scanlon, E., Smidt, S., & Thomas, J. (Eds.). (2009). Investigating science communication in the Information Age: Implications for public engagement and popular media (Vol. 1). Oxford: Oxford University Press. Holliman, R., Whitelegg, E., Scanlon, E., Smidt, S., & Thomas, J. (Eds.). (2009). Practising science communication in the Information Age: Theorising professional practices (Vol. 2). Oxford: Oxford University Press. Science Communication, 31(1), 127-129.
Van Graft, M., Boersma, K., Goedhart, M., Van Oers, B., & De Vries, M. (2009). De concept-context-benadering in het primair onderwijs. Deel I: Een conceptueel kader voor natuur en techniek. SLO.
Pol, H. J., Harskamp, E. G., Suhre, C. J. M., & Goedhart, M. J. (2009). How indirect supportive digital help during and after solving physics problems can improve problem-solving abilities. Computers & Education, 53(1), 34-50. https://doi.org/10.1016/j.compedu.2008.12.015
Ossevoort, M. A., van Lacum, E., & Goedhart, M. J. (2009). Identification of scientific arguments in primary literature by biology students studying a Bachelor degree. In M. Hamman, A. J. Waarlo, & K. T. Boersma (Eds.), The nature of research in biological education: Old and new perspectives on theoretical and methodological issues (pp. 123-135). (FIsme-series on research in science education ; No. 60). CD-β Press.
Goedhart, M. J., Finlayson, O. E., & Lindblom-Ylänne, S. (2009). Research-based teaching in higher level chemistry education. In I. Eilks, & B. Byers (Eds.), Innovative methods of teaching and learning chemistry in higher education. RSC publishing.
Keij, M., Goedhart, M. J., & Meijer, H. (2009). Scholen doen mee aan onderzoek naar Europese koolstofkringloop. NVOX, 34(3), 127-129.

2008

Telli, S., den Brok, P., & Cakiroglu, J. (2008). Teachers' and Students' Perceptions of the Ideal Teacher. Egitim ve bilim-Education and science, 33(149), 118-129.
Knippels, M., Goedhart, M. J., & Plomp, T. (2008). Docenten in onderzoek – het DUDOC-programma [Teachers doing research - the DUDOC programme]. Tijdschrift voor Didactiek der β-wetenschappen, 25, 51 - 70.
Goedhart, M. J., van Lacum, E., & Ossevoort, M. A. (2008). Learning from research articles: How undergraduate life science students understand primary literature. In B. Ralle, & I. Eilks (Eds.), Promoting successful science education - the worth of science education research: A collection of invited papers inspired by the 19th Symposium on Chemical and Science Education held at the University of Dortmund, 22-24 May 2008 (pp. 123 - 131). (Didaktik der Naturwissenschaften). Shaker Publishing.
Thuy, N. T., Dekker, R., & Goedhart, M. J. (2008). Preparing Vietnamese student teachers for for teaching with a student-centered approach. Journal of Mathematics Teacher Education, 11, 61-81. https://doi.org/10.1007/s10857-007-9058-4
Roorda, G., Vos, P., & Goedhart, M. J. (2008). The concept of derivative in modelling and applications. In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical Modelling (ICTMA 12): Education, Engineering and Economics Horwood Publishing.
Pol, H. J., Harskamp, E. G., Suhre, C. J. M., & Goedhart, M. J. (2008). The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education. Journal of Science Education and Technology, 17(4), 410-425. https://doi.org/10.1007/s10956-008-9110-x

2007

Telli, S., den Brok, P., & Cakiroglu, J. (2007). Students' perceptions of science teachers' interpersonal behaviour in secondary schools: Development of a Turkish version of the Questionnaire on Teacher Interaction. Learning Environments Research, 10, 115-129. https://doi.org/10.1007/s10984-007-9023-2
Ossevoort, M. A., & Goedhart, M. J. (2007, Aug 1). Active collaborative construction of knowledge: The effectiveness on student’s learning using an electronic discussion board in a first-year university biology course.
Goedhart, M. J. (2007). A new perspective on the structure of chemistry as a basis for the undergraduate curriculum. Journal of Chemical Education, 84(6), 971-976. https://doi.org/10.1021/ed084p971
Goedhart, M. J. (2007). Crossing borders between (research into) mathematics and science. In Proceedings of second international science and mathematics education conference . (pp. 65 - 74). RUG/GION.
Roorda, G., Vos, P., & Goedhart, M. J. (2007). Derivates in applications: describing students' understanding. In Proceedings of the Working Group on Mathematical Modelling and Applications at the 5th Conference on European Research in Mathematics Education (CERME-5) (pp. 2160 - 2169). University of Cyprus.
Andrea, M., Beijaard, D., Goedhart, M. J., & de Glopper, C. M. (2007). Het bestuderen van leerlingwerk in docentnetwerken en de invloed daarvan op de professionele ontwikkeling van docenten. In R. J. Bosker, S. Doolaard, & A. E. Jacobse (Eds.), Zorgvuldig en veelbelovend onderwijs: Proceedings van de 34e Onderwijs Research Dagen. RUG/GION.
Goedhart, M. J. (2007). Reform in undergraduate science teaching for the 21st century. International Journal of Science Education, 29(3), 373-377.
Witterholt, M. G., van Streun, A., Goedhart, M. J., & Beijaard, D. (2007). Statistisch onderzoek door 3 havo: Het leren van statistische onderzoeksvaardigheden. Tijdschrift voor Didactiek der Bètawetenschappen, 24(1,2), 31 - 58.

2006

Telli, S., Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards Biology. In D. L. Fisher, & M. S. Khine (Eds.), Contemporary approaches to research on learning environments world views (pp. 517-542). World Scientific Publishing.
Last modified:11 July 2023 11.41 a.m.