Science teachers meaning-making of teaching practice, collaboration and professional development

Aarhus University, Denmark

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Trainee teachers and ionising radiation: understandings, attitudes and risk assessments. A descriptive study in one institution

University of Birmingham, United Kingdom

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The development of science student teachers’ knowledge base in England

The University of Nottingham, United Kingdom

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A didactic study of teaching basic aspects of electrostatics in teacher training

Universidad de Sevilla, Spain

Supervisor: Dr D. Pedro Cañal de León

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Sustainability Education for Future Science Teachers - Toward the overcoming of students’ fragmentary knowledge

University of Turin, Italy

Supervisor: Elena Camino

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The Influence of Science Education Based On Creative Thinking on Learning Products

Gazi University, Turkey

Supervisor: Prof.Dr.Ramazan TEZCAN and Assoc.Prof.Dr. Emin KARİP

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The Pre-Service Science Teachers’ Technological Pedagogical Content Knowledge and Their Self-Efficacy

Aksaray University, Turkey

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Development of Pre-Service Science Teachers’ Pedagogical Content Knowledge for Nature of Science Embedded Into Science Content

Gazi University, Turkey

Supervisor: Prof. Dr. Mehmet Fatih TAŞAR

Co-Supervisor: Prof. Dr. Fitnat KÖSEOĞLU

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Development of Pre-servıce Science Teachers’ Nature of Science Vıews and Nature of Scıence Instructional Planning within a Contextualized Expilicit Reflective Approach

Kirikkale Unıversity, Turkey

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Learning Chemistry at the University level: Student attitudes, motivation, and design of the learning environment 

Umeå University, Sweden

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Enhancing Science Teachers' Knowledge of Practice by Explicitly Developing Pedagogical Content

Monash University, Australia

Principal Supervisor: John Jeffrey Loughran

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Students’ Competencies in the Area of Heat and Thermodynamics 

Germany

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Studies on Freshman Science Student Teachers` Beliefs about Science Teaching and Learning

Germany

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Jordanian chemistry (student) teachers’ beliefs about chemistry teaching and their views on educational reform

University of Bremen, Germany

Supervisor: Prof. Dr. Ingo Eilks

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