Mirjam Steffensky

Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers

Nicola Meschede, Anja Fiebranz, Kornelia Möller et al. · Teaching and Teacher Education · 2017 · 240 citations

Education, Teacher Education, Teaching +10

Professional Vision of Classroom Management and Learning Support in Science Classrooms—Does Professional Vision Differ Across General and Content-Specific Classroom Interactions?

Mirjam Steffensky, Bernadette Gold, Manfred Holdynski et al. · International Journal of Science and Mathematics Education · 2015 · 92 citations

Education, Science Education, Teaching +16

Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional knowledge and motivation?

Julia Barenthien, Elisa Oppermann, Yvonne Anders et al. · International Journal of Science Education · 2020 · 72 citations

Education, Science Education, Teacher Education +13

How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities

Katharina Junge, Daniel Schmerse, Eva-Maria Lankes et al. · Early Childhood Research Quarterly · 2021 · 72 citations · Full text

Education, Early Childhood Education, Science Education +11

Declining interest in science in lower secondary school classes: <scp>Quasi‐experimental</scp> and longitudinal evidence on the role of teaching and teaching quality

Lena Steidtmann, Thilo Kleickmann, Mirjam Steffensky · Journal of Research in Science Teaching · 2022 · 56 citations · Full text

Education, Physics, Science Education +16