Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16, 131–150.
Alt, D. (2014). Using structural equation modeling and multidimensional scaling to assess students’ perceptions of the learning environment and justice experiences. International Journal of Educational Research, 69, 38–49.
Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The condition of education 2011 (NCES 2011-033, US Department of Education, National Center for Education Statistics). Washington, DC: US Government Printing Office.
Bentler, P. M. (2006). EQS 6 structural equations program manual. Encino, CA: Multivariate Software Inc.
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2002). Working inside the black box—Assessment for learning in the classroom. London: GL Assessment.
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for learning—Putting it into practice. Maidenhead: Open University Press.
Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2009). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Education, 93, 322–360.
Center for the Advancement of Scientific and Technological Education [CASTE]. (2007). Science and technology for grade 1/grade 4: Teacher’s guide. Ramot, Israel: Tel-Aviv University (Hebrew).
Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817–831.
Che Ahmad, C. N., Osman, K., & Halim, L. (2013). Physical and psychosocial aspects of the learning environment in the science laboratory and their relationship to teacher satisfaction. Learning Environments Research, 16, 367–385.
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46.
Cohn, S. T., & Fraser, B. J. (2016). Effectiveness of student response systems in terms of learning environment, attitudes and achievement. Learning Environments Research, 19(2), 153–167.
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). London: Pearson Education.
den Brok, P., Telli, S., Cakiroglu, J., Taconis, R., & Tekkaya, C. (2010). Learning environment profiles of Turkish secondary biology classrooms. Learning Environments Research, 13, 187–204.
Dorman, J. P. (2003). Cross-national validation of the What Is Happening In this Class questionnaire using confirmatory factor analysis. Learning Environments Research, 6, 231–245.
Dorman, J. P. (2008). Use of multitrait-multimethod modeling to validate actual and preferred forms of the What Is Happening In this Class? (WIHIC) questionnaire. Learning Environments Research, 11, 179–193.
Ertmer, P. A., & Glazewski, K. D. (2015). Essentials for PBL implementation: Fostering collaboration, transforming roles, and scaffolding learning. In A. Walker, H. Leary, C. E. Hemlo-Silver, & P. A. Ertmer (Eds.), Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows (pp. 89–106). West Lafayette, IN: Purdue University Press.
Falk, A. (2012). Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge. Science Education, 96, 265–290.
Fives, H., & Buehl, M. M. (2016). Teachers’ beliefs, in the context of policy reform. Behavioral and Brain Sciences, 3, 114–121.
Fraser, B. J., Aldridge, J. M., & Adolphe, F. S. G. (2010). A cross-national study of secondary science classroom environments in Australia and Indonesia. Research in Science Education, 40, 551–571.
Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American educational research association. New York.
Grant, M. M., & Hill, J. R. (2006). Weighing the rewards with the risks? Implementing student-centered pedagogy within high-stakes testing. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in the age of accountability (pp. 19–42). Greenwich, CT: Information Age Publishing.
Hazen, R. M., & Trefil, J. (2009). Science matters: Achieving scientific literacy (2nd ed.). New York: Anchor.
Herrenkohl, L., & Bevan, R. B. (2017). What science and for whom? An introduction to our focus on equity and out-of-school learning. Science Education, 101, 517–519.
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In P. Griffin & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 35–56). New York: Springer.
Hmelo-Silver, C. E., & Barrows, H. S. (2015). Problem-based learning: Goals for learning and strategies for facilitating. In A. Walker, H. Leary, C. E. Hemlo-Silver, & P. A. Ertmer (Eds.), Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows (pp. 69–84). West Lafayette, IN: Purdue University Press.
Horn, I. S., Nolen, S. B., & Ward, C. J. (2013). Recontextualizing practices: Situative methods for studying the development of motivation, identity and learning in and through multiple contexts over time. In M. Vauras & S. Volet (Eds.), Interpersonal regulation of learning and motivation: Methodological advances. In the new perspectives on learning and instruction series (pp. 189–204). New York: Routledge.
Israeli Ministry of Education. (2015). Science and technology curriculum in primary and secondary schools. Retrieved from http://cms.education.gov.il/EducationCMS/Units/Tochniyot_Limudim/science_tech/(Hebrew).
Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding the process of motivational, emotional and cognitive regulation in learning situations. Educational Psychologist, 50(3), 204–219.
Khine, M. S., Fraser, B. J., Afari, E., & Oo, Z., & Kyaw, T. T. (in press). Students’ perceptions of the learning environment in tertiary science classes in Myanmar. Learning Environments Research.
Kwan, Y. W., & Wong, A. F. L. (2014). The constructivist classroom learning environment and its associations with critical thinking ability of secondary school students in Liberal Studies. Learning Environment Research, 17, 191–207.
Lakos, A., & Phipps, S. E. (2004). Creating a culture of assessment: A catalyst for organizational change. Portal: Libraries and the Academy, 4(3), 345–361.
Lasry, N., Charles, E., & Whittaker, C. (2014). When teacher-centered instructors are assigned to student-centered classrooms. Physical Review Special Topics—Physics Education Research, 10(1), 1–9.
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A., & Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51, 65–83.
Liu, C. J., Zandvliet, D. B., & Hou, I. L. (2012). The learning environment associated with information technology education in Taiwan: Combining psychosocial and physical aspects. Learning Environments Research, 15, 379–402.
MacLeod, C., & Fraser, B. J. (2010). Development, validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire. Learning Environments Research, 13, 105–125.
Manny-Ikan, E., & Rosen, D. (2013). Teaching sciences in Israel: Trends, challenges and change levers. Jerusalem: The Henrietta Szold Institute (Hebrew).
Merton, R. K. (1968). Social theory and social structure. New York: Free Press.
National Research Council. (1996). National science education standards (National committee for science education standards and assessment). Washington, DC: National Academy Press.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core idea (Committee on a Conceptual Framework for New k-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education). Washington, DC: The National Academies Press. Retrieved from http://www.scimathmn.org/stemtc/sites/default/files/downloads/framework_for_k-12_science_education_final_0.pdf.
Next Generation Science Standards [NGSS] Lead States. (2013). The next generation science standards, for states by states. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/read/18290/chapter/1#ii.
OECD/CERI. (2008). International conference: Learning in the 21st century, research, innovation and policy. Assessment for learning—Formative assessment. Paris: OECD.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98.
Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 311–326). Boston, MA: Springer.
Peffer, M. E., Beckler, M. L., Schunn, C., Renken, M., & Revak, A. (2015). Science classroom inquiry (SCI) simulations: A novel method to scaffold science learning. PLoS ONE, 10(3), e0120638.
Penuel, W. R. (2017). Research-practice partnerships as a strategy for promoting equitable science teaching and learning through leveraging everyday science. Science Education, 101, 520–525.
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. In A. Walker, H. Leary, C. E. Hemlo-Silver, & P. A. Ertmer (Eds.), Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows (pp. 5–16). West Lafayette, IN: Purdue University Press.
Scalise, K., Timms, M., Moorjani, A., Clark, L., Holtermann, K., & Irvin, P. S. (2011). Student learning in science simulations: Design features that promote learning gains. Journal of Research in Science Teaching, 48(9), 1050–1078.
Scherer, R. (2017). The quest for the Holy Grail of validity in science assessments: A comment on Kampa and Köller (2016) “German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills”. Science Education, 101, 845–853.
Schraw, G., & Olafson, L. (2002). Knowing, knowledge and beliefs. New York: Springer.
Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39–83) (AERA Monograph Series on Curriculum Evaluation, 1). Chicago: Rand McNally.
Scriven, M. (1991). Evaluation thesaurus (4th ed.). Newbury Park, CA: Sage.
Sharma, R., Jain, A., Gupta, N., Garg, S., Batta, M., & Dhir, S. K. (2016). Impact of self-assessment by students on their learning. International Journal of Applied and Basic Medical Research, 6, 226–229.
Silva, E. (2007). On the clock: Rethinking the way schools use time. Washington, DC: Education Sector.
Singh, M., & McNeil, J. T. (2014). Do learning environments differ across subjects and nations: Case studies in Hawaii and Singapore using the WIHIC questionnaire. Learning Environments Research, 17, 173–189.
Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337–1370.
Spector, J. M., Ifenthaler, D., Sampson, D., Yang, L. Y., Mukama, E., Warusavitarana, A., et al. (2016). Technology enhanced formative assessment for 21st century learning. Journal of Educational Technology and Society, 19(3), 58–71.
Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.
Taras, M. (2015). Innovative pedagogies series: Innovations in student-centred assessment. Higher Education Academy, York. Retrieved from https://www.heacademy.ac.uk/system/files/maddalena_taras_final.pdf.
Taylor, B. A., & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16(2), 297–313.
Vermunt, J. D., Bronkhorst, L. H., & Martinez-Fernandez, J. R. (2014). The dimensionality of student learning patterns in different cultures. In D. Gijbels, V. Donche, J. T. E. Richardson, & J. D. Vermunt (Eds.), Learning patterns in higher education: Dimensions and research perspectives (pp. 33–55). London and New York: Routledge and EARLI.
Watt, H. M. G. (2005). Attitudes to the use of alternative assessment methods in mathematics: A study with secondary mathematics teachers in Sydney, Australia. Educational Studies in Mathematics, 58, 21–44.
Zandvliet, D., & Broekhuizen, A. (2017). Spaces for learning: Development and validation of the School Physical and Campus Environment Survey. Learning Environments Research, 20, 175–187.