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• The Meadows and Wood-pastures Project : Letter to a Butterfly 

  Huhmarniemi, Maria; Lagos, Hugo Peña; Raatikainen, Kaisa J. (Scholars' Press, 2020)

• Towards dialogic teaching in science : challenging classroom realities through teacher education 

  Lehesvuori, Sami (University of Jyväskylä, 2013)

• Teacher orchestration of classroom interaction in science : exploring dialogic and authoritative passages in whole-class discussions 

  Lehesvuori, Sami; Hähkiöniemi, Markus; Viiri, Jouni; Nieminen, Pasi; Jokiranta, Kaisa; Hiltunen, Jenna (Taylor & Francis, 2019)

  Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ...

• EASA Expert Group : Science, Technology, Engineering, Mathematics in Arts and Culture (STEMAC) 

  Liritzis, Ioannis; Mainzer, Klaus; Lavicza, Zsolt; Fenyvesi, Kristof; Dinescu, Violeta; Orlandi, Sergio; Yu, Hui; Teodorescou-Ciocanea, Livia; Elias, Marios Ioannou; Cosmopoulos, Michael; Levy, Tom; Kumar, David Devraj; Mastnak, Wolfgang; Pozzo, Riccardo; Bountis, Tassos; Feliu-Moggi, Fernando; Evelpidou, Niki; Lengyel, Dominik (European Academy of Sciences and Arts, 2024)

• A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching 

  Nurkka, Niina; Viiri, Jouni; Littleton, Karen S.; Lehesvuori, Sami (Elsevier BV, 2014)

  The purpose of this study was to characterise the nature and purpose of different types of classroom discourse and to explore how the rhythm of classroom discourse provides a cumulative frame for the teaching of science. ...