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Top Articles

#TitleJournalYearCitations
1Spontaneous Reasoning in Elementary DynamicsEuropean Journal of Science Education1979471
2A Conceptual Change Approach to Learning ScienceEuropean Journal of Science Education1981281
3Learning about energy: how pupils think in two domainsEuropean Journal of Science Education1983227
4Pupils’ Alternative Frameworks in ScienceEuropean Journal of Science Education1981215
5A study of children's understanding of electricity in simple DC circuitsEuropean Journal of Science Education1984193
6The experiential gestalt of causation: a common core to pupils’ preconceptions in scienceEuropean Journal of Science Education1986182
7Understanding and Teaching Problem‐Solving in PhysicsEuropean Journal of Science Education1979166
8Toward an explanation of conceptual changeEuropean Journal of Science Education1986156
9Science teaching and children's views of the worldEuropean Journal of Science Education1983154
10Conceptual change and science teachingEuropean Journal of Science Education1982138
11A Method for Investigating Concept Understanding in ScienceEuropean Journal of Science Education1980129
12Misconceptions of chemical equilibriumEuropean Journal of Science Education1985127
13How Swedish pupils, aged 12‐15 years, understand light and its properties‡European Journal of Science Education1983119
14Improving learning through enhanced metacognition: a classroom studyEuropean Journal of Science Education1986118
15A Case Study of Conceptual Change in Special Relativity: The Influence of Prior Knowledge in Learning‡European Journal of Science Education1982115
16A study of schoolchildren's alternative frameworks of the concept of forceEuropean Journal of Science Education198398
17Conceptions of first‐year university students of the constituents of matter and the notions of acids and basesEuropean Journal of Science Education198692
18Toward a new rationale of science education in a non‐western societyEuropean Journal of Science Education198673
19Understanding Energy as a Conserved Quantity‐‐Remarks on the Article by R. U. SexlEuropean Journal of Science Education198171
20Learning Difficulties in School Science‐‐Towards a Working HypothesisEuropean Journal of Science Education198069
21The Learner's Prior Knowledge: a Critical Review of Techniques for Probing its OrganizationEuropean Journal of Science Education198067
22The nature of energyEuropean Journal of Science Education198267
23Science learning as a conceptual and methodological changeEuropean Journal of Science Education198565
24Laboratory counterexamples and the growth of understanding in scienceEuropean Journal of Science Education198364
25Concept Formation in Biology: The Concept ‘Growth’European Journal of Science Education197963
26Epistemological commitments in the learning of science: Examples from dynamicsEuropean Journal of Science Education198561
27Pupils’ (II ‐ 12 year olds) conceptions of combustionEuropean Journal of Science Education198560
28A conceptual framework for science education: The case study of force and movementEuropean Journal of Science Education198560
29Motivating strategies in science education: Attempt at an analysisEuropean Journal of Science Education198559
30Misconceptualization of the chemical equilibrium concept as revealed by different evaluation methodsEuropean Journal of Science Education198657
31Une épée de Damoclès sur l'Éducation, la Science et la CultureEuropean Journal of Science Education198553
32Understanding students’ understandings: An example from dynamicsEuropean Journal of Science Education198552
33Images of Science: an Empirical StudyEuropean Journal of Science Education198249
34Secondary school pupils’ attitudes to science: The year of erosionEuropean Journal of Science Education198348
35Weight, gravity and air pressure: Mental representations by Italian middle school pupilsEuropean Journal of Science Education198548
36Equilibration, conflict and instruction: A new class‐oriented perspectiveEuropean Journal of Science Education198548
37The Use of Models in Science and Science TeachingEuropean Journal of Science Education198046
38A study of some frameworks used by pupils aged 11 to 13 years in the interpretation of air pressureEuropean Journal of Science Education198245
39Some Observations Concerning the Teaching of the Energy ConceptEuropean Journal of Science Education198143
40The Electric Circuit as a System: A New ApproachEuropean Journal of Science Education198243
41Children's ideas about ‘solid’ and ‘liquid’European Journal of Science Education198543
42Investigating learning from informal sources: Listening to conversations and observing play in science museumsEuropean Journal of Science Education198642
43Children's choices of uses of energyEuropean Journal of Science Education198541
44The development of girls’ and boys’ attitudes to science: A longitudinal study‡European Journal of Science Education198641
45Alternative frameworks: Newton's third law and conceptual changeEuropean Journal of Science Education198641
46Problem‐solving ability and cognitive structure‐an exploratory investigationEuropean Journal of Science Education198339
47The inappropriate use of subsumers in biology learningEuropean Journal of Science Education198238
48Prompts, cues and discrimination: The utilization of two separate knowledge systemsEuropean Journal of Science Education198437
49The influence of intellectual environment on conceptions of heatEuropean Journal of Science Education198437
50Commonsense knowledge in optics: Preliminary results of an investigation into the properties of lightEuropean Journal of Science Education198437