International Journal of Science Education (IJSE)

• Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry, Tassanee Bunterm, Kerry Lee, Jeremy Ng Lan Kong, Sanit Srikoon, Penporn Vangpoomyai, Jareunkwan Rattanavongsa & Ganya Rachahoon
• Contributions of Learning Through Analogies to the Construction of Secondary Education Pupils’ Verbal Discourse about Chemical Change, María del Mar Aragón, José M. Oliva & Antonio Navarrete
• Recruitment Campaigns as a Tool for Social and Cultural Reproduction of Scientific Communities: A case study on how scientists invite young people to science, Maria Andrée & Lena Hansson
• Examining the Big-Fish-Little-Pond Effect on Students' Self-Concept of Learning Science in Taiwan Based on the TIMSS Databases, Pey-Yan Liou
• ‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms, Dermot Francis Donnelly, Oliver McGarr & John O'Reilly
• Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher, Valarie L. Akerson, Khemmawadee Pongsanon, Ingrid S. Weiland & Vanashri Nargund-Joshi
• A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation, Fuhui Tong, Beverly J. Irby, Rafael Lara-Alecio, Cindy Guerrero, Yinan Fan & Margarita Huerta