Publikationen

 

Bald gibt es wieder mehr zu sehen, bis dahin schau Dir doch die neuesten Veröffentlichungen an:

 

Publikationen 2025: 

Publikationen 2024: 

• 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.
• Kieferle, S., & Markic, S. (2024). Language Support in a Student Laboratory for Chemistry in Secondary School., Center for Educational Policy Studies Journal, 14(1), 33-53. https://doi.org/10.26529/cepsj.1605
• Küsel, J., & Markic, S. (2024). Participatory Action Research in the Development of Higher Education with Digital Media., Action Research and Innovation in Science Education, 5(1), 7-12. https://doi.org/10.51724/arise.55
• Kieferle, S., Devetak, I., Essex, J., Hayes, S., Stojanovska, M., Mamlok-Naaman, R., & Markic, S. (2024), A Rising Tide Lifts All Boats? The Model of Differentiation As a Tool for Diversity in Science toward Social Inclusion., Journal of Chemical Education, 103(1). DOI: 10.1021/acs.jchemed.3c00550
• 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

 

Publikationen 2023: 

• 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
• Mönch, C., & Markic, S. (2023). Elements constituting and influencing in-service secondary chemistry teachers’ pedagogical scientific language knowledge. Chemistry Education Research and Practice, 25(1). DOI: 10.1039/d3rp00140g
• Kieferle, S., & Markic, S. (2023).Enabling active participation and inquiry‐based learning – inclusive learning settings for a student laboratory for lower secondary school. CHEMKON, 31(3). DOI: 10.1002/ckon.202300015
• 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

 

Publikationen vor 2023: 

• Šojat, L., & Markic. S. (2022). Starting the Educational Reform from the Beginning: Croatian Pre-Service Chemistry Teachers’ Level of Pedagogical Content Knowledge on Particle Theory. Education Sciences, 12(12). DOI: 10.3390/educsci12120907
• Mönch, C., & Markic, S. (2022). Science Teachers’ Pedagogical Scientific Language Knowledge—A Systematic Review. Education Sciences, 12(7):497. DOI: 10.3390/educsci12070497
• Mönch, C., & Markic, S. (2022). Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge. Education Sciences, 12(4):244. DOI: 10.3390/educsci12040244
• Küsel, J., Zeller, M., Rüschenpöhler, L., & Markic, S. (2021). Berufsorientierung zu chemischen Berufen: Ein vernachlässigter Bereich der Bildung von Lehrer:innen. CHEMKON, 30(1).DOI: 10.1002/ckon.202100029
• Zeller, Rüschenpöhler, L., M.,Küsel, J., & Markic, S. (2021). Coaching strategies in vocational orientation for promoting young women’s self-concept and career aspirations in chemistry. Chemistry Teacher International, 3(4). DOI: 10.1515/cti-2021-0006