Publications

Refereed Journal Articles

  • Mäntylä, T., & Nousiainen, M. (in press). Consolidating Pre-Service Physics Teachers’ Subject Matter Knowledge Using Didactical Reconstructions. Science & Education.
  • Mäntylä, T. (2013). Promoting Conceptual Development in Physics Teacher Education: Cognitive-Historical Reconstruction of Electromagnetic Induction Law. Science & Education, 22(6), 1361-1387.
  • Mäntylä, T. (2012). Didactical reconstruction of processes in knowledge construction: Pre-service physics teachers learning the law of electromagnetic induction. Research in Science Education, 42(4), 791-812.
  • Majidi, S., & Mäntylä, T. (2011). Knowledge organization in physics textbooks: A case study of magnetostatics. Journal of Baltic Science Education, 10(4), 285-299.
  • Mäntylä, T., & Koponen, I. T. (2007). Understanding the role of measurements in creating physical quantities: a case study of learning to quantify temperature in physics teacher education. Science & Education, 16, 291-311.
  • Koponen, I. T., & Mäntylä, T. (2006). Generative role of experiments in physics and in teaching physics: A suggestion for epistemological reconstruction. Science & Education, 15, 31-54.
  • Koponen, I. T., Mäntylä, T., & Lavonen, J. (2004). The role of physics departments in developing student teachers’ expertise in teaching physics. European Journal of Physics, 25(5), 645-653.

Refereed articles in books or conference proceedings

  • Mäntylä, T. (2012). Guided collaboration in making flow charts in physics teacher education. In Krzywacki, H., Juuti, K., & Lampiselkä, J. (Eds.) Matematiikan ja luonnontieteiden opetuksen ajankohtaista tutkimusta. Ainedidaktisia julkaisuja 2. Helsinki: Unigrafia (63-79).
  • Majidi, S. & Mäntylä T. (2012). Teachers subject matter content knowledge: Case study of Biot-Savart law and Ampère’s law. In Krzywacki, H., Juuti, K., & Lampiselkä, J. (Eds.) Matematiikan ja luonnontieteiden opetuksen ajankohtaista tutkimusta. Ainedidaktisia julkaisuja 2. Helsinki: Unigrafia (45-61).
  • Majidi, S., & Mäntylä, T. (2011). Knowledge Organization in University Physics Textbooks. In Silfverberg, H., & Joutsenlahti, J. (Eds.) Integrating Research into Mathematics and Science Education in the 2010s: Annual Symposium of the Finnish Mathematics and Science Education Research Association.
  • Pehkonen, M., Koponen, I., & Mäntylä, T. (2009). Collaborative Concept Mapping by Using CmapTools: Supporting Conceptualisation and Learning in Higher Education. In Méndez Vilas, A., Solano Martín, A., Mesa González, J., & Mesa González, J. A. (Eds): Research, Reflections and Innovations in Integrating ICT in Education: The proceedings of 5th International Conference on Multimedia and Information and Communication Technologies in Education (347-351).
  • Koponen, I. T., & Mäntylä, T. (2006). Models and modelling in physics education: a review of philosophical underpinnings. In Pathways into research-based teaching and learning in mathematics and science education. Jyväskylä: Jyväskylän yliopisto (19-27).
  • Mäntylä, T., & Koponen, I. (2004). Conceptual hierarchy of physics leading to structured knowledge in physics teacher education. In Laine, A., Lavonen, J., & Meisalo, V. (Eds.): The proceedings of the XXI Annual Symposium of the Finnish Association of Mathematics and Science Education Research: Current research on mathematics and science education. University of Helsinki, Department of Applied Sciences of Education. Research Report 253. Helsinki: Yliopistopaino (370-390).
  • Koponen, I. T., Mäntylä T., & Lavonen, J. (2002). Challenges of web-basededucation in physics teacher training, in Proceedings of ICTE 2002 conference, Badajoz (291-295).