Antti Laherto

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Olivia LevriniAlma Mater Studiorum, University of BolognaVerified email at unibo.it
Giulia TasquierALMA MATER STUDIORUM - University of BolognaVerified email at unibo.it
Tapio RasaUniversity of HelsinkiVerified email at helsinki.fi
Laura BranchettiDipartimento di Matematica ""F. Enriques", Università di MilanoVerified email at unimi.it
Lorenz KampschulteDeutsches MuseumVerified email at deutsches-museum.de
Eleonora BarelliDepartment of Physics and Astronomy, Alma Mater Studiorum - University of BolognaVerified email at unibo.it
Ron BlonderProf. of Science Teaching, Weizmann Institute of ScienceVerified email at weizmann.ac.il
Shulamit KaponFaculty of Education in Science and TechnologyVerified email at technion.ac.il
Sevil AkaygünBogazici UniversitesiVerified email at boun.edu.tr
Pedro ReisFull Professor at Instituto de Educação - Universidade de LisboaVerified email at ie.ulisboa.pt
Massimiliano MalgieriUniversity of PaviaVerified email at universitadipavia.it
Anna-Leena KähkönenPostdoctoral researcher (PhD in science education), University of JyväskyläVerified email at jyu.fi
Anssi LindellVerified email at edu.jyu.fi
jari lavonenUniversity of HelsinkiVerified email at helsinki.fi
Tuulikki Ukkonen-Mikkolatuulikki.t.ukkonen-mikkola@jyu.fiVerified email at jyu.fi
Kalle JuutiProfessor of digital learning at schools, Title of Docent (pedagogy of science)Verified email at helsinki.fi
Tommi KokkonenUniversity teacher, University of TurkuVerified email at utu.fi
Jaakko HilppöUniversity Lecturer University of Helsinki, (for pre-print copies, please email)Verified email at helsinki.fi
dr Marianna VivitsouUniversity of HelsinkiVerified email at helsinki.fi
M. Gail JonesAlumni Distinguished Graduate Professor, NC State UniversityVerified email at ncsu.edu

Antti Laherto

Adjunct Professor (Science Education), University lecturer at the University of Helsinki

Verified email at helsinki.fi - Homepage

educational sciences science education physics education science teacher education


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An analysis of the educational significance of nanoscience and nanotechnology in scientific and technological literacy. A Laherto Science Education International 21 (3), 160-175, 2010	127	2010
Disciplinary authenticity and personal relevance in school science S Kapon, A Laherto, O Levrini Science Education 102 (5), 1077-1106, 2018	89	2018
Recognition and operationalization of Future‐Scaffolding Skills: Results from an empirical study of a teaching–learning module on climate change and futures … O Levrini, G Tasquier, E Barelli, A Laherto, E Palmgren, L Branchetti, ... Science Education 105 (2), 281-308, 2021	75	2021
Nanoscience education for scientific literacy: Opportunities and challenges in secondary school and in out-of-school settings A Laherto	43	2012
The I SEE project: An approach to futurize STEM education L Branchetti, M Cutler, A Laherto, O Levrini, EK Palmgren, G Tasquier, ...	41	2018
Exploring teachers’ concerns about bringing Responsible Research and Innovation to European science classrooms M de Vocht, A Laherto, I Parchmann Journal of Science Teacher Education 28 (4), 326-346, 2017	40	2017
Development & validation of scientific video vignettes to promote perception of authentic science in student laboratories I Stamer, H Pönicke, F Tirre, A Laherto, T Höffler, S Schwarzer, ... Research in Science & Technological Education 38 (2), 168-184, 2020	36	2020
Understanding first-year students’ curiosity and interest about physics—lessons learned from the HOPE project O Levrini, A De Ambrosis, S Hemmer, A Laherto, M Malgieri, O Pantano, ... European Journal of Physics 38 (2), 025701, 2016	33	2016
Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers A Laherto Nordic Studies in Science Education 7 (2), 126-139, 2011	33	2011
Young people’s technological images of the future: implications for science and technology education T Rasa, A Laherto European Journal of Futures Research 10 (1), 4, 2022	32	2022
Responsible Research and Innovation in secondary school science classrooms: experiences from the project Irresistible J Apotheker, R Blonder, S Akaygun, P Reis, L Kampschulte, A Laherto Pure and Applied Chemistry 89 (2), 211-219, 2017	31	2017
Profiling Teachers Based on Their Professional Attitudes towards Teaching Responsible Research and Innovation. M de Vocht, A Laherto European Journal of Science and Mathematics Education 5 (3), 271-284, 2017	29	2017
Contextualizing the EU’s “responsible research and innovation” policy in science education: a conceptual comparison with the nature of science concept and practical examples A Laherto, L Kampschulte, M de Vocht, R Blonder, S Akaygun, ... EURASIA Journal of Mathematics, Science and Technology Education 14 (6 …, 2018	28	2018
Informing the development of science exhibitions through educational research A Laherto International Journal of Science Education, Part B 3 (2), 121-143, 2013	27	2013
Futurising science education: students’ experiences from a course on futures thinking and quantum computing T Rasa, E Palmgren, A Laherto Instructional Science 50 (3), 425-447, 2022	24	2022
Interdisciplinary nature of nanoscience: Implications for education AL Kähkönen, A Laherto, A Lindell, S Tala Global perspectives of nanoscience and engineering education, 35-81, 2016	20	2016
Scientists’ perceptions on the nature of nanoscience and its public communication A Laherto, F Tirre, I Parchmann, L Kampschulte, S Schwarzer Problems of Education in the 21st Century 76 (1), 43, 2018	18	2018
Teacher agency and futures thinking J Varpanen, A Laherto, J Hilppö, T Ukkonen-Mikkola Education Sciences 12 (3), 177, 2022	15	2022
Intrinsic and extrinsic barriers to teaching nanoscale science: Finnish teachers' perspectives AL Kähkönen, A Laherto, A Lindell Journal of Nano Education 3 (1-2), 1-12, 2011	14	2011
Transformation toward sustainability in Finnish teacher education policy: Promises and shortcomings LA Wolff, A Laherto, S Cheah, M Vivitsou, M Autio Frontiers in education 7, 856237, 2022	13	2022

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