Publikationen

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Fung, F., Markic, S., Mamlok-Naaman, R., Cesa, M. & Chiu, M. (2024). Analyzing the existing programs on promoting women scientists in chemistry. Chemistry Teacher International. https://doi.org/10.1515/cti-2024-0076

Rüschenpöhler, L., Schneider, M., & Markic, S. (2024). Secondary School Teachers' Beliefs about the Role of Culture in Chemistry Class and Their Ways of Considering and Engaging in It. Journal of Chemical Education, XX(X), XXX-XXX.
https://doi.org/10.1021/acs.jchemed.4c00404

Rüschenpöhler, L., Gong, X., Wang, C., & Markic, S. (2024). Secondary school students’ attitudes towards chemistry: a cultural comparison between Germany and China. International Journal of Science Education, 1–20.
https://doi.org/10.1080/09500693.2024.2365461

Markic, S. (2024). Diversity in Science Towards Social Inclusion., Center for Educational Policy Studies Journal, 14(1), 7-11
DOI:https://doi.org/10.26529/cepsj.14.

Müller, S. (2024). Kreativitätsförderung von Chemie-Lehramtsstudierenden. In Nicole Graulich, Julia Arnold, StefanSorge, Marcus Kubsch (Hrsg.): Lehrkräftebildung von morgen - Beiträge
der Naturwissenschaftsdidaktiken zur Förderung überfachlicherKompetenzen (S. 93-100). Münster: Waxmann.
https://doi.org/10.31244/9783830997962.10

Kieferle, S., & Markic, S. (2024). Enabling active participation and inquiry‐based learning–inclusive learning settings for a student laboratory for lower secondary school. CHEMKON, 31(1), 21-27.
DOI: 10.1039/D3RP00140G

Mönch, C., & Markic, S. (2023). Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge. Journal of Chemical Education, 100(9), 3228-3239.
https://pubs.acs.org/doi/10.1021/acs.jchemed.2c01222

Kieferle, S., & Markic, S. (2023). Development and implementation of innovative concepts for language-sensitive student laboratories. Chemistry Education Research and Practice, 24(2), 740-753.
DOI: 10.1039/D2RP00221C

Küsel, J., Martin, F., Markic, S., Byker, E. J., & Polly, D. (2023). Investigating US and German pre-service teachers’ beliefs regarding digital technology. Compare: A Journal of Comparative and International Education, 1-19.
https://doi.org/10.1080/03057925.2023.2268518

Kieferle, S., & Markic, S. (2023). Aktive Teilhabe und Forschendes Lernen ermöglichen–inklusive Lernumgebungen im SchülerInnenlabor der Sekundarstufe I (No. CHEMKON 2023, 30). Wiley Online Library.
https://doi.org/10.1002/ckon.202300015