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.
2025
Castillo-Hernández,
F.-J., Jiménez-Liso, M.-R., Couso, D., &
López-Gay, R. (2025). Exploring the phenomena of
floating and sinking in science education literature: A systematic
review. Studies in Science Education.
Advance online publication. https://doi.org/10.1080/03057267.2025.2460927
Salinas,
I., Morales-Verdejo, J. L., & Cernei, V. (2025).
How do Chilean teachers’ professional capital on
climate change education manifest? Journal of
professional capital and community, 10(1),
20-34. https://doi.org/10.1108/JPCC-08-2024-0125
2024
Karavi,
T. (2024). Mathematical Discourse for Proof
Teaching in University Mathematics Lectures: A Commognitive
Approach. [Thesis fully internal (DIV), University of
Groningen]. University of Groningen. https://doi.org/10.33612/diss.886198063
Lipper,
D., Karavi, T., & Mali, A. (2024). Proving
routines in a lecturer’s mathematical discourse for proof
teaching: a case of analysis lecturing.
International Journal of Mathematical Education in
Science and Technology. Advance online publication. https://doi.org/10.1080/0020739X.2024.2358917
Nipyrakis,
A., Stavrou, D., & Avraamidou, L. (2025).
Examining S-T-E-M Teachers’ Design of Integrated STEM
Lesson Plans. International Journal of Science and
Mathematics Education, 23, 537-560. https://doi.org/10.1007/s10763-024-10474-2
van
der Leij, T. (2024). Biology education as moral
education: supporting students' morality within the human-nature
context. [Thesis fully internal (DIV), University of
Groningen]. University of Groningen. https://doi.org/10.33612/diss.880923800
Avraamidou,
L. (2024). Can we disrupt the momentum of the AI
colonization of science education? Journal of
Research in Science Teaching, 61(10),
2570-2574. https://doi.org/10.1002/tea.21961
Marosi,
N., Avraamidou, L., & López, M.
L. (2024). Queer individuals’ experiences in
STEM learning and working environments. Studies in
Science Education. Advance online publication. https://doi.org/10.1080/03057267.2024.2313903
Drymiotou,
I., Constantinou, C., & Avraamidou, L.
(2024). Would a career in science suit me? Students’
self-views in relation to science and STEM career
aspirations. International Journal of Science
Education. Advance online publication. https://doi.org/10.1080/09500693.2024.2366549
Heeg,
D. M., & Avraamidou, L. (2024). Young
children’s understanding of AI. Education
and information technologies. Advance online
publication. https://doi.org/10.1007/s10639-024-13169-x
O’Neill,
D., Kelly, R., McCormack, O., & Azevedo, N. H.
(2024). A Systematic Review on Education Outside the
Classroom: Lessons for Science EOC Practices.
Sustainability, 16(13), Article
5346. https://doi.org/10.3390/su16135346
Azevedo,
N. H. (2024). Guide to preparing a dataset.pdf.
Ensaio. https://doi.org/10.48331/scielodata.j9m1r3/x3lrjx
Azevedo,
N. H., & Cristina Cardoso Mendonça, P. (2024).
OPEN DATA IN SCIENCE EDUCATION RESEARCH: PERSPECTIVES,
CHALLENGES, AND POSSIBILITIES. Ensaio Pesquisa em
Educação em Ciências , 26,
Article e51515. https://doi.org/10.1590/1983-21172022240172T
de
Oliveira, B. H., & Bizerra, A. F. (2024). Social
participation in science museums: A concept under
construction. Science Education,
108(1), 123-152. https://doi.org/10.1002/sce.21829
Koh,
E. (2024). Teacher Learning as Boundary Crossing:
A Study of Interdisciplinary Teacher Design Teams.
[Thesis fully internal (DIV), University of Groningen]. University
of Groningen. https://doi.org/10.33612/diss.1198592135
Pérez
Torres, M., Couso Lagarón, D., & Marquez
Bargalló, C. (2024). Evaluation of STEAM Project-Based
Learning (STEAM PBL) Instructional Designs from the STEM Practices
Perspective. Education Sciences,
14(1), Article 53. https://doi.org/10.3390/educsci14010053
Fens,
T., Moermond, C. T. A., van der Maas, P.,
Dantuma-Wering, C., Lestestuiver, G. H., Szperl,
A., Schuiling, L. C. M., Hak, E., &
Taxis, K. (2024). Reducing Pharmaceuticals in Water, a
New Module Integrated in the Pharmacy Game: Evaluating the Module's
Effects on Students' Knowledge and Attitudes.
Pharmacy (Basel, Switzerland),
12(1), Article 28. https://doi.org/10.3390/pharmacy12010028
2023
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
Maulana,
R., van der Lans, R., Helms-Lorenz,
M., Telli, S., Irnidayanti, Y., Fadhilah, N.,
Fernandez-Garcia, C. M., Inda-Caro, M., Chun, S., Lee, O., de
Jager, T., & Coetzee, T. (2023). The mediated
relationship between secondary school student perceptions of
teaching behaviour and self-reported academic engagement across six
countries. In R. Maulana, M. Helms-Lorenz, & R. M.
Klassen (Eds.), Effective Teaching Around the World:
Theoretical, Empirical, Methodological and Practical Insights
(pp. 439-471). Springer International Publishing AG. https://doi.org/10.1007/978-3-031-31678-4_20
Karavi,
T. (2023). How a teacher's professional identity
shapes practice: A case study in university mathematics. In
M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.),
Proceedings of the 46th Conference of the International Group
for the Psychology of Mathematics Education, 2023 (pp.
131-138). (Proceedings of the International Group for the
Psychology of Mathematics Education; Vol. 3). Psychology of
Mathematics Education (PME).
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
Nipyrakis,
A., Stavrou, D., & Avraamidou, L. (2024).
Designing technology-enhanced science experiments in
elementary teacher preparation: The role of learning
communities. Research in science &
technological education, 42(4), 889-911. https://doi.org/10.1080/02635143.2023.2202386
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
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
van
der Leij, T., Goedhart, M., Avraamidou,
L., & Wals, A. (2024). Designing a module for
supporting secondary biology students’ morality through
socioscientific issues in the human-nature context.
Journal of Biological Education,
58(5), 1186-1203. https://doi.org/10.1080/00219266.2023.2174160
van
der Leij, T., Goedhart, M., Avraamidou,
L., & Wals, A. (2024). High school biology
students’ use of values in their moral argumentation and
decision-making. Journal of moral
education, 53(3), 388-411. https://doi.org/10.1080/03057240.2023.2185595
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. (2024). Completing
the progression establishing an international baseline of primary,
middle and secondary students’ views of scientific
inquiry. International Journal of Science
Education, 46(7), 715-731. https://doi.org/10.1080/09500693.2023.2256458
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 & Francis Group. https://doi.org/10.4324/9780367855758-12
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
Bitsaki,
C., Castillo-Hernández, F.-J., &
Avraamidou, L. (2023).
Ανάπτυξη STEAM
διδακτικών
υλικών για
την
ευαισθητοποίηση
των μαθητών
για την
κλιματική
αλλαγή και
τη
βιωσιμότητα:
Το πρόγραμμα
SMILE. In 13o
Πανελλήνιο
Συνέδριο της
Διδακτικής
των Φυσικών
Επιστημών
και Νέων
Τεχνολογιών
στην
Εκπαίδευση
https://doi.org/10.12681/codiste.5433
Lankhaar,
C., ter Beek, M., Blom, B., &
van den Eynde, S. (2023). Providing multifaceted
support for teaching in Active Learning Classrooms.
Poster session presented at ENLIGHT TEACHING & LEARNING
CONFERENCE 2023, Bordeaux, France.
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
Goedhart,
M., & Pilot, A. (2023). Chemiedidactisch
Onderzoek. is er nog toekomst? NVOX,
48(6), 16-18.
Anwar,
L., Goedhart, M. J., & Mali,
A. (2023). Learning trajectory of geometry proof
construction: Studying the emerging understanding of the structure
of Euclidean proof. EURASIA Journal of
Mathematics, Science and Technology Education,
19(5), Article em2266. https://doi.org/10.29333/ejmste/13160
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.
2022
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
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
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
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
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
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
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 & Francis Group. https://doi.org/10.4324/9780429326011-9
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).
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
Alfonso,
L., Gharesifard, M., & Wehn, U. (2022).
Analysing the value of environmental citizen-generated data:
Complementarity and cost per observation. Journal
of Environmental Management, 303, Article
114157. https://doi.org/10.1016/j.jenvman.2021.114157
Shafiei,
M., Rahmani, M., Gharari, S., Davary, K., Abolhassani, L.,
Teimouri, M. S., & Gharesifard, M. (2022).
Sustainability assessment of water management at river basin
level: Concept, methodology and application.
Journal of Environmental Management, Article
115201. https://doi.org/10.1016/j.jenvman.2022.115201
Anwar,
L., Mali, A., & Goedhart, M.
(2024). Formulating a conjecture through an identification of
robust invariants with a dynamic geometry system.
International Journal of Mathematical Education in
Science and Technology, 55(7),
1681–1703. 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
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
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
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
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
van
den Eynde, S. (2021). Blending of mathematics and
physics: undergraduate students' reasoning in the context of the
heat equation. [Thesis fully internal (DIV), University
of Groningen]. University of Groningen. https://doi.org/10.33612/diss.177955315
Wehn,
U., Ajates, R., Fraisl, D., Gharesifard, M., Gold, M.,
Hager, G., Oliver, J. L., See, L., Shanley, L. A., Ferri, M.,
Howitt, C., Monego, M., Pfeiffer, E., & Wood, C. (2021).
Capturing and communicating impact of citizen science for
policy: A storytelling approach. Journal of
Environmental Management, 295, Article 113082.
https://doi.org/10.1016/j.jenvman.2021.113082
Gharesifard,
M. (2021). Community-Based Monitoring Initiatives
of Water and Environment: Evaluation of the Establishment Dynamics
and Results. (CRC Press). CRC Press. https://doi.org/10.1201/9781003131243
Sprinks,
J., Woods, S. M., Parkinson, S., Wehn, U., Joyce, H., Ceccaroni,
L., & Gharesifard, M. (2021). Coordinator
perceptions when assessing the impact of citizen science towards
sustainable development goals.
Sustainability, 13(4), 1-15. Article
2377. https://doi.org/10.3390/su13042377
Wehn,
U., Gharesifard, M., Ceccaroni, L., Joyce, H., Ajates,
R., Woods, S., Bilbao, A., Parkinson, S., Gold, M., &
Wheatland, J. (2021). Impact assessment of citizen science:
state of the art and guiding principles for a consolidated
approach. Sustainability Science,
16(5), 1683-1699. https://doi.org/10.1007/s11625-021-00959-2
Stadermann,
K., & Goedhart, M. (2022). ‘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
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
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