Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom von Ketonen, Laura, Hähkiöniemi, Markus, Nieminen, Pasi, Viiri, Jouni

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Visual Cues Improve Students' Understanding of Divergence and Curl: Evidence from Eye Movements during Reading and Problem Solving von Klein, Pascal, Viiri, Jouni, Kuhn, Jochen

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Assessing 4th Grade Students’ Computational Thinking through Scratch Programming Projects von Fagerlund, Janne, Häkkinen, Päivi, Vesisenaho, Mikko, Viiri, Jouni

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Students’ approaches to solving R-FCI tasks observed by eye-tracking method von Kekule, Martina, Viiri, Jouni

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Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning von Nieminen, Pasi, Savinainen, Antti, Viiri, Jouni

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Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence von Koskinen, Pekka, Lämsä, Joni, Maunuksela, Jussi, Hämäläinen, Raija, Viiri, Jouni

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Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches von Kilpelä, Jonathan, Hiltunen, Jenna, Hähkiöniemi, Markus, Jokiranta, Kaisa, Lehesvuori, Sami, Nieminen, Pasi, Viiri, Jouni

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Force Concept Inventory-Based Multiple-Choice Test for Investigating Students' Representational Consistency von Nieminen, Pasi, Savinainen, Antti, Viiri, Jouni

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Primary School Student Teachers' Understanding of Climate Change : Comparing the Results Given by Concept Maps and Communication Analysis von Ratinen, Ilkka, Viiri, Jouni, Lehesvuori, Sami

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Finnish Secondary Students’ Mental Models of Magnetism von Kähkönen, Anna-Leena, Sederberg, David, Viiri, Jouni, Lindell, Anssi, Bryan, Lynn

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Does Using a Visual-Representation Tool Foster Students' Ability to Identify Forces and Construct Free-Body Diagrams? von Savinainen, Antti, Makynen, Asko, Nieminen, Pasi, Viiri, Jouni

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Computational thinking in programming with Scratch in primary schools: A systematic review von Fagerlund, Janne, Häkkinen, Päivi, Vesisenaho, Mikko, Viiri, Jouni

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Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study von Lehtinen, Antti, Viiri, Jouni

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In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong von Lehesvuori, Sami, Chan, Kennedy, Ramnarain, Umesh, Viiri, Jouni

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The Force Concept Inventory as a Measure of Students Conceptual Coherence von Savinainen, Antti, Viiri, Jouni

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Challenging Transmission Modes of Teaching in Science Classrooms: Enhancing Learner-Centredness through Dialogicity von Lehesvuori, Sami, Ramnarain, Umesh, Viiri, Jouni

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Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons von Nieminen, Pasi, Hähkiöniemi, Markus, Viiri, Jouni

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The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers von Lehtinen, Antti, Lehesvuori, Sami, Viiri, Jouni

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What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review von Lämsä, Joni, Hämäläinen, Raija, Koskinen, Pekka, Viiri, Jouni, Lampi, Emilia

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The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based lea... von Lämsä, Joni, Hämäläinen, Raija, Koskinen, Pekka, Viiri, Jouni, Mannonen, Joonas

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