Jaana Herranen

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Inquiry-based and learner-centered chemistry education

Jaana Herranen, 2016 .

From Learner-Centered to Learner-Driven Sustainability Education

Maija Aksela, Veli-Matti Vesterinen, Jaana Herranen, 2018, Sustainability.

Student-question-based inquiry in science education

M. Aksela, Jaana Herranen, 2019, Studies in Science Education.

How to measure elementary teachers' interest in teaching chemistry?

M. Aksela, Veli-Matti Vesterinen, Jaana Herranen, 2015 .

Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

Jesper Sjöström, Jaana Herranen, Merve Yavuzkaya, 2021, Sustainability.

Towards learner-driven science teacher education for sustainability

Jaana Herranen, 2019 .

Teachers’ Expectations and Perceptions of the Relevance of Professional Development MOOCs

M. Aksela, Jaana Herranen, Maya Kaul, 2021, Education Sciences.

Editorial: Special Issue “Promoting STEAM in Education”

M. Milner-Bolotin, Jaana Herranen, E. Fooladi, 2021 .

Challenges and tensions in collaborative planning of a student-led course on sustainability education

M. Aksela, Veli-Matti Vesterinen, Jaana Herranen, 2020 .

EXPERIENCES IN IMPLEMENTING EFFECTIVE CONTINUOUS PROFESSIONNAL DEVELOPMENT FOR STEM TEACHERS IN FIVE EUROPEAN COUNTRIES LEARNING FROM INNOVATION AND NETWORKING IN STEM (LINKS)

Maria Angela Fontechiari, A. Lejeune, P. Hirvonen, 2018 .

Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching

M. Aksela, Jaana Herranen, Päivi Kousa, 2019, International Journal of Science Education.

Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs

M. Aksela, Jaana Herranen, 2024, LUMAT: International Journal on Math, Science and Technology Education.