Systems Modelling and the Development of Coherent Understanding of Cell Biology

Article Properties
Cite
Verhoeff, Roald P., et al. “Systems Modelling and the Development of Coherent Understanding of Cell Biology”. International Journal of Science Education, vol. 30, no. 4, 2008, pp. 543-68, https://doi.org/10.1080/09500690701237780.
Verhoeff, R. P., Waarlo, A. J., & Boersma, K. T. (2008). Systems Modelling and the Development of Coherent Understanding of Cell Biology. International Journal of Science Education, 30(4), 543-568. https://doi.org/10.1080/09500690701237780
Verhoeff, Roald P., Arend Jan Waarlo, and Kerst Th. Boersma. “Systems Modelling and the Development of Coherent Understanding of Cell Biology”. International Journal of Science Education 30, no. 4 (2008): 543-68. https://doi.org/10.1080/09500690701237780.
Verhoeff RP, Waarlo AJ, Boersma KT. Systems Modelling and the Development of Coherent Understanding of Cell Biology. International Journal of Science Education. 2008;30(4):543-68.
Journal Categories
Education
Education
Theory and practice of education
Social Sciences
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Refrences
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10.1007/978-94-010-0876-1 2000
Learning to see upbringing and education. An introduction to interpretative research 1999
Improving teaching and learning in science and mathematics 1996
Relating Macroscopic phenomena to microscopic particles: a central problem in secondary science education: proceedings of a seminar 1990
E‐mail and the web in the primary classroom 2004
Citations
Title Journal Journal Categories Citations Publication Date
Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation International Journal of Science Education
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  • Social Sciences
 2024
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  • Education
  • Social Sciences
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Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills Instructional Science
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 4 2023
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Citations Analysis
Category Category Repetition
Education: Theory and practice of education55
Social Sciences46
Education45
Education: Education (General)35
Science: Biology (General)14
Philosophy. Psychology. Religion: Psychology5
Education: Special aspects of education4
Science: Chemistry: General. Including alchemy3
Science: Chemistry3
Science: Chemistry: Organic chemistry: Biochemistry3
Science: Biology (General): Genetics2
Philosophy. Psychology. Religion: Philosophy (General)2
Science: Biology (General): Cytology1
Medicine: Public aspects of medicine1
Medicine: Internal medicine: Special situations and conditions: Industrial medicine. Industrial hygiene1
Science: Biology (General): Evolution1
Science: Mathematics: Instruments and machines: Electronic computers. Computer science: Computer software1
Science: Mathematics: Instruments and machines: Electronic computers. Computer science1
Fine Arts: Architecture1
Science: Science (General)1
The category Education: Theory and practice of education 55 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Bridging the educational research‐teaching practice gap and was published in 2008. The most recent citation comes from a 2024 study titled Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation. This article reached its peak citation in 2023, with 14 citations. It has been cited in 38 different journals, 23% of which are open access. Among related journals, the Journal of Biological Education cited this research the most, with 10 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year