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Höft, L., Bernholt, S., Blankenburg, J., & Winberg, M. (2018). Knowing more about things you care less about: cross-sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21475 |
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Bernholt, S., Neumann, K., & Sumfleth, E. (2018). Learning Progressions. In D. Krüger, I. Parchmann, & H. Schecker (Eds.), Theorien in der naturwissenschaftsdidaktischen Forschung (pp. 209–225). Berlin, Heidelberg: Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-56320-5_13 |
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Broman, K., Bernholt, S., & Parchmann, I. (2018). Using model-based scaffolds to support students solving context-based chemistry problems. International Journal of Science Education, 40(10), 1176–1197. https://doi.org/10.1080/09500693.2018.1470350 |
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Podschuweit, S., & Bernholt, S. (iFirst). Composition-effects of context-based learning opportunities on students‘ understanding of energy. Research in Science Education. doi:10.1007/s11165-016-9585-z |
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Taskin, V., Bernholt, S., & Parchmann, I. (2017). Student Teachers’ Knowledge About Chemical Representations. International Journal of Science and Mathematics Education, 15(1), 39–55. doi:10.1007/s10763-015-9672-z. |
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Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground - A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161-197. doi:10.1080/03057267.2016.1206351 |
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