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Bernholt, S., & Sevian, H. (2018). Learning progressions and teaching sequences – old wine in new skins? Chemistry Education Research and Practice, 19(4), 989–997. https://doi.org/10.1039/c8rp90009d |
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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., Broman, K., Siebert, S., & Parchmann, I. (2018). Digitising Teaching and Learning - Additional Perspectives for Chemistry Education. Israel Journal of Chemistry, 7, 1–12. https://doi.org/10.1002/ijch.201800090 |
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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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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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