-
1
-
-
0030269225
-
The development of evidence evaluation skills
-
Amsel, E., & Brock, S. (1996). The development of evidence evaluation skills. Cognitive Development, 11, 523-550.
-
(1996)
Cognitive Development
, vol.11
, pp. 523-550
-
-
Amsel, E.1
Brock, S.2
-
2
-
-
34548829379
-
The effects of monological and dialogical argumentation on concept learning in evolutionary theory
-
Asterhan, C. S. C., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626-639.
-
(2007)
Journal of Educational Psychology
, vol.99
, pp. 626-639
-
-
Asterhan, C.S.C.1
Schwarz, B.B.2
-
3
-
-
0004243822
-
-
Princeton, NJ: Princeton University Press
-
Browne, J. (1995). Charles Darwin; Voyaging. Princeton, NJ: Princeton University Press.
-
(1995)
Charles Darwin; Voyaging
-
-
Browne, J.1
-
4
-
-
0011978392
-
Dynamics of theory change: The role of predictions
-
Brush, S. G. (1995). Dynamics of theory change: The role of predictions. PSA 1994, 2, 133-145.
-
(1995)
PSA 1994
, vol.2
, pp. 133-145
-
-
Brush, S.G.1
-
5
-
-
60649104916
-
-
Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere (Ed.), Minnesota Studies in the Philosophy of Science: 15. Cognitive models of science (pp. 129-186). Minneapolis: University of Minnesota Press.
-
Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere (Ed.), Minnesota Studies in the Philosophy of Science: Vol. 15. Cognitive models of science (pp. 129-186). Minneapolis: University of Minnesota Press.
-
-
-
-
6
-
-
17444380790
-
Commonsense conceptions of emergent processes: Why some misconceptions are robust
-
Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14, 161-199.
-
(2005)
The Journal of the Learning Sciences
, vol.14
, pp. 161-199
-
-
Chi, M.T.H.1
-
7
-
-
60649112124
-
Three types of conceptual change: Belief revision, mental model transformation, and categorical shift
-
S. Vosniadou Ed, New York: Routledge
-
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61-82). New York: Routledge.
-
(2008)
International handbook of research on conceptual change
, pp. 61-82
-
-
Chi, M.T.H.1
-
9
-
-
34347331704
-
Learning to argue
-
A. M. O'Donnell, C. Hmelo-Silver, & G. Erkens Eds, Mahwah, NJ: Erlbaum
-
Chinn, C. A. (2006). Learning to argue. In A. M. O'Donnell, C. Hmelo-Silver, & G. Erkens (Eds.), Collaborative learning, reasoning, and technology (pp. 355-383). Mahwah, NJ: Erlbaum.
-
(2006)
Collaborative learning, reasoning, and technology
, pp. 355-383
-
-
Chinn, C.A.1
-
10
-
-
60649099447
-
Promoting growth in scientific reasoning: A yearlong study of middle-school students learning through model-based inquiry
-
Paper presented at the, New York
-
Chinn, C. A. (2008). Promoting growth in scientific reasoning: A yearlong study of middle-school students learning through model-based inquiry. Paper presented at the annual meeting of the American Educational Research Association, New York.
-
(2008)
annual meeting of the American Educational Research Association
-
-
Chinn, C.A.1
-
11
-
-
60649111556
-
Effects of explicit and refutational texts on science learning: A test of four theories
-
Manuscript in preparation
-
Chinn, C. A. (2009). Effects of explicit and refutational texts on science learning: A test of four theories. Manuscript in preparation.
-
(2009)
-
-
Chinn, C.A.1
-
12
-
-
84970205820
-
The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction
-
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
-
(1993)
Review of Educational Research
, vol.63
, pp. 1-49
-
-
Chinn, C.A.1
Brewer, W.F.2
-
13
-
-
0000307606
-
An empirical test of a taxonomy of responses to anomalous data in science
-
Chinn, C. A., & Brewer, W. F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35, 623-654.
-
(1998)
Journal of Research in Science Teaching
, vol.35
, pp. 623-654
-
-
Chinn, C.A.1
Brewer, W.F.2
-
14
-
-
84870882318
-
Promoting growth in scientific reasoning: A yearlong microgenetic study of middle-school students learning through model-based inquiry
-
New York
-
Chinn, C. A., Duschl, R. A., Duncan, R. G., Pluta, W. J., Buckland, L. A., Ruppert, J., et al. (2008). Promoting growth in scientific reasoning: A yearlong microgenetic study of middle-school students learning through model-based inquiry. Symposium presented at the annual meeting of the American Educational Research Association, New York.
-
(2008)
Symposium presented at the annual meeting of the American Educational Research Association
-
-
Chinn, C.A.1
Duschl, R.A.2
Duncan, R.G.3
Pluta, W.J.4
Buckland, L.A.5
Ruppert, J.6
-
15
-
-
60649110534
-
Learning through inquiry on the topics of photosynthesis and cellular respiration
-
Manuscript in preparation
-
Chinn, C. A., Hung, C.-C., Buckland, L. A., & Pluta, W. F. (2009). Learning through inquiry on the topics of photosynthesis and cellular respiration. Manuscript in preparation.
-
(2009)
-
-
Chinn, C.A.1
Hung, C.-C.2
Buckland, L.A.3
Pluta, W.F.4
-
16
-
-
0035997826
-
Children's responses to anomalous scientific data: How is conceptual change impeded?
-
Chinn, C. A., & Malhotra, B. A. (2002). Children's responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94, 327-343.
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 327-343
-
-
Chinn, C.A.1
Malhotra, B.A.2
-
17
-
-
0035541539
-
Distinguishing between understanding and belief
-
Chinn, C. A., & Samarapungavan, A. (2001). Distinguishing between understanding and belief. Theory Into Practice, 40, 235-241.
-
(2001)
Theory Into Practice
, vol.40
, pp. 235-241
-
-
Chinn, C.A.1
Samarapungavan, A.2
-
18
-
-
85141079158
-
Learning to use scientific models: Multiple dimensions of conceptual change
-
R. A. Duschl & R. E. Grandy Eds, Rotterdam, the Netherlands: Sense
-
Chinn, C. A., & Samarapungavan, A. (2008). Learning to use scientific models: Multiple dimensions of conceptual change. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 191-225). Rotterdam, the Netherlands: Sense.
-
(2008)
Teaching scientific inquiry: Recommendations for research and implementation
, pp. 191-225
-
-
Chinn, C.A.1
Samarapungavan, A.2
-
19
-
-
84873952165
-
Not all preconceptions are misconceptions: Finding "anchoring conceptions" for grounding instruction on students' intuitions
-
Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding "anchoring conceptions" for grounding instruction on students' intuitions. International Journal of Science Education, 11, 554-565.
-
(1989)
International Journal of Science Education
, vol.11
, pp. 554-565
-
-
Clement, J.1
Brown, D.E.2
Zietsman, A.3
-
20
-
-
0042336210
-
Analogy and conceptual change, or you can't step into the same mind twice
-
E. Dietrich & A. B. Markman Eds, Mahwah, NJ: Erlbaum
-
Dietrich, E. (2000). Analogy and conceptual change, or you can't step into the same mind twice. In E. Dietrich & A. B. Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines (pp. 265-294). Mahwah, NJ: Erlbaum.
-
(2000)
Cognitive dynamics: Conceptual and representational change in humans and machines
, pp. 265-294
-
-
Dietrich, E.1
-
21
-
-
0038270838
-
Anomalies as a catalyst for middle school students' knowledge construction and scientific reasoning during science inquiry
-
Echevarria, M. (2003). Anomalies as a catalyst for middle school students' knowledge construction and scientific reasoning during science inquiry. Journal of Educational Psychology, 2, 357-374.
-
(2003)
Journal of Educational Psychology
, vol.2
, pp. 357-374
-
-
Echevarria, M.1
-
22
-
-
48749148075
-
Structure-mapping: A theoretical framework for analogy
-
Gentner, D. (1983). Structure-mapping: A theoretical framework for analogy. Cognitive Science, 7, 155-170.
-
(1983)
Cognitive Science
, vol.7
, pp. 155-170
-
-
Gentner, D.1
-
24
-
-
85011798420
-
Learning to understand the forms of causality implicit in scientifically accepted explanations
-
Grotzer, T. A. (2003). Learning to understand the forms of causality implicit in scientifically accepted explanations. Studies in Science Education, 39, 1-74.
-
(2003)
Studies in Science Education
, vol.39
, pp. 1-74
-
-
Grotzer, T.A.1
-
25
-
-
0001217924
-
Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education
-
Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 116-159.
-
(1993)
Reading Research Quarterly
, vol.28
, pp. 116-159
-
-
Guzzetti, B.J.1
Snyder, T.E.2
Glass, G.V.3
Gamas, W.S.4
-
26
-
-
12144265019
-
Experimental research on just-world theory: Problems, developments, and future challenges
-
Hafer, C. L., & Bègue, L. (2005). Experimental research on just-world theory: Problems, developments, and future challenges. Psychological Bulletin, 131, 128-167.
-
(2005)
Psychological Bulletin
, vol.131
, pp. 128-167
-
-
Hafer, C.L.1
Bègue, L.2
-
27
-
-
7444227528
-
Teacher, text, and experience: A case of young children's scientific inquiry
-
Hapgood S., Magnusson, S. J., & Palincsar, A. S. (2004). Teacher, text, and experience: A case of young children's scientific inquiry. Journal of the Learning Sciences, 13, 455-505.
-
(2004)
Journal of the Learning Sciences
, vol.13
, pp. 455-505
-
-
Hapgood, S.1
Magnusson, S.J.2
Palincsar, A.S.3
-
28
-
-
0242551215
-
The role of diverse instruction in conceptual change
-
Hayes, B. K., Goodhew, A., Heit, E., & Gillan, J. (2003). The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 86, 253-276.
-
(2003)
Journal of Experimental Child Psychology
, vol.86
, pp. 253-276
-
-
Hayes, B.K.1
Goodhew, A.2
Heit, E.3
Gillan, J.4
-
29
-
-
0242596393
-
Integrating curriculum, instruction, assessment, and evaluation in a technology-supported genetics learning environment
-
Hickey, D. T., Kindfield, A. C. H., Horwitz, P., & Christie, M. A. T. (2003). Integrating curriculum, instruction, assessment, and evaluation in a technology-supported genetics learning environment. American Educational Research Journal, 40, 495-538.
-
(2003)
American Educational Research Journal
, vol.40
, pp. 495-538
-
-
Hickey, D.T.1
Kindfield, A.C.H.2
Horwitz, P.3
Christie, M.A.T.4
-
30
-
-
0003707420
-
-
Cambridge, MA: MIT Press
-
Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1986). Induction: Processes of inference, learning, and discovery. Cambridge, MA: MIT Press.
-
(1986)
Induction: Processes of inference, learning, and discovery
-
-
Holland, J.H.1
Holyoak, K.J.2
Nisbett, R.E.3
Thagard, P.R.4
-
31
-
-
32644453818
-
Complex systems in education: Scientific and educational importance and implications for the learning sciences
-
Jacobson, M. J., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15, 11-34.
-
(2006)
Journal of the Learning Sciences
, vol.15
, pp. 11-34
-
-
Jacobson, M.J.1
Wilensky, U.2
-
32
-
-
0141957367
-
Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance
-
Johnson, S. K., & Stewart, J. (2002). Revising and assessing explanatory models in a high school genetics class: A comparison of unsuccessful and successful performance. Science Education, 86, 463-480.
-
(2002)
Science Education
, vol.86
, pp. 463-480
-
-
Johnson, S.K.1
Stewart, J.2
-
33
-
-
4944253530
-
Reasoning from data: How students collect and interpret data in science investigations
-
Kanari, Z., & Millar, R. (2004). Reasoning from data: How students collect and interpret data in science investigations. Journal of Research in Science Teaching, 41, 748-769.
-
(2004)
Journal of Research in Science Teaching
, vol.41
, pp. 748-769
-
-
Kanari, Z.1
Millar, R.2
-
34
-
-
0030327088
-
On adaptation in analogy: Tests of pragmatic importance and adaptability in analogical problem solving
-
Keane, M. T. (1996). On adaptation in analogy: Tests of pragmatic importance and adaptability in analogical problem solving. Quarterly Journal of Experimental Psychology, 49A, 1062-1085.
-
(1996)
Quarterly Journal of Experimental Psychology
, vol.49 A
, pp. 1062-1085
-
-
Keane, M.T.1
-
36
-
-
34347326621
-
Project-based learning
-
R. K. Sawyer Ed, Cambridge, UK: Cambridge University Press
-
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-333). Cambridge, UK: Cambridge University Press.
-
(2006)
The Cambridge handbook of the learning sciences
, pp. 317-333
-
-
Krajcik, J.S.1
Blumenfeld, P.C.2
-
38
-
-
0002479337
-
Falsification and the methodology of scientific research programmes
-
I. Lakatos & A. Musgrave Eds, Cambridge, UK: Cambridge University Press
-
Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-196). Cambridge, UK: Cambridge University Press.
-
(1970)
Criticism and the growth of knowledge
, pp. 91-196
-
-
Lakatos, I.1
-
40
-
-
3042745725
-
Using an iconic modelling tool to support the learning of genetics concepts
-
Law, N., & Lee, Y. (2004). Using an iconic modelling tool to support the learning of genetics concepts. Journal of Biological Education, 38, 118-141.
-
(2004)
Journal of Biological Education
, vol.38
, pp. 118-141
-
-
Law, N.1
Lee, Y.2
-
41
-
-
0042027462
-
On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal
-
Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learning and Instruction, 11, 357-380.
-
(2001)
Learning and Instruction
, vol.11
, pp. 357-380
-
-
Limón, M.1
-
42
-
-
0003426385
-
-
Mahwah, NJ: Erlbaum
-
Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: science learning partners. Mahwah, NJ: Erlbaum.
-
(2000)
Computers, teachers, peers: Science learning partners
-
-
Linn, M.C.1
Hsi, S.2
-
43
-
-
0345217948
-
-
Princeton, NJ: Princeton University Press
-
Longino, H. E. (2002). The fate of knowledge. Princeton, NJ: Princeton University Press.
-
(2002)
The fate of knowledge
-
-
Longino, H.E.1
-
44
-
-
10844281959
-
Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform
-
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., et al. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41, 1063-1080.
-
(2004)
Journal of Research in Science Teaching
, vol.41
, pp. 1063-1080
-
-
Marx, R.W.1
Blumenfeld, P.C.2
Krajcik, J.S.3
Fishman, B.4
Soloway, E.5
Geier, R.6
-
46
-
-
84920400421
-
Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations
-
M. C. Lovett & P. Shah Eds, Mahwah, NJ: Erlbaum
-
McNeill, K. L., & Krajcik, J. (2007). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In M. C. Lovett & P. Shah (Eds.), Thinking with data (pp. 233-265). Mahwah, NJ: Erlbaum.
-
(2007)
Thinking with data
, pp. 233-265
-
-
McNeill, K.L.1
Krajcik, J.2
-
47
-
-
38849120687
-
Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning
-
McNeill, K. L., & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning. Journal of Research in Science Teaching, 45, 53-78.
-
(2008)
Journal of Research in Science Teaching
, vol.45
, pp. 53-78
-
-
McNeill, K.L.1
Krajcik, J.2
-
48
-
-
40949149181
-
Raising cognitive load with linear multimedia to promote conceptual change
-
Muller, D. A., Sharma, M. D., & Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92, 278-296.
-
(2008)
Science Education
, vol.92
, pp. 278-296
-
-
Muller, D.A.1
Sharma, M.D.2
Reimann, P.3
-
49
-
-
60649108086
-
-
Ohlsson, S. (2009/this issue). Resubsumption: A possible mechanism for conceptual change and belief revision. Educational Psychologist, 44, 20-40.
-
Ohlsson, S. (2009/this issue). Resubsumption: A possible mechanism for conceptual change and belief revision. Educational Psychologist, 44, 20-40.
-
-
-
-
50
-
-
0000998198
-
BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology
-
S. M. Carver & D. Klahr Eds, Mahwah, NJ: Erlbaum
-
Reiser, B. J., Smith, B. K., Tabak, I., Steinmuller, F., Sandoval, W. A., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Erlbaum.
-
(2001)
Cognition and instruction: Twenty-five years of progress
, pp. 263-305
-
-
Reiser, B.J.1
Smith, B.K.2
Tabak, I.3
Steinmuller, F.4
Sandoval, W.A.5
Leone, A.J.6
-
51
-
-
0026941545
-
Children's judgments in theory choice tasks: Scientific rationality in childhood
-
Samarapungavan, A. (1992). Children's judgments in theory choice tasks: Scientific rationality in childhood. Cognition, 45, 1-32.
-
(1992)
Cognition
, vol.45
, pp. 1-32
-
-
Samarapungavan, A.1
-
52
-
-
60649112040
-
Students' models of the immune response: Difficulties in coordinating spatio-temporal, structural, and functional aspects of distributed models
-
Manuscript in preparation
-
Samarapungavan, A. (2009). Students' models of the immune response: Difficulties in coordinating spatio-temporal, structural, and functional aspects of distributed models. Manuscript in preparation.
-
(2009)
-
-
Samarapungavan, A.1
-
53
-
-
51149108326
-
Learning science through inquiry in kindergarten
-
Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92, 868-908.
-
(2008)
Science Education
, vol.92
, pp. 868-908
-
-
Samarapungavan, A.1
Mantzicopoulos, P.2
Patrick, H.3
-
54
-
-
0040620857
-
Do children have epistemic constructions about explanatory frameworks: Examples from naive ideas about the origin of species
-
A. Ram & K. Eiselt Eds, Hillsdale, NJ: Erlbaum
-
Samarapungavan, A., & Wiers, R. W. (1994). Do children have epistemic constructions about explanatory frameworks: Examples from naive ideas about the origin of species. In A. Ram & K. Eiselt (Eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society (pp. 778-783). Hillsdale, NJ: Erlbaum.
-
(1994)
Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society
, pp. 778-783
-
-
Samarapungavan, A.1
Wiers, R.W.2
-
55
-
-
0031116702
-
Children's thoughts on the origin of species: A study of explanatory coherence
-
Samarapungavan, A., & Wiers, R. W (1997). Children's thoughts on the origin of species: A study of explanatory coherence. Cognitive Science, 21, 147-177.
-
(1997)
Cognitive Science
, vol.21
, pp. 147-177
-
-
Samarapungavan, A.1
Wiers, R.W.2
-
56
-
-
13944250656
-
The quality of students' use of evidence in written scientific explanations
-
Sandoval, W. A., & Millwood, K. A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23, 23-55.
-
(2005)
Cognition and Instruction
, vol.23
, pp. 23-55
-
-
Sandoval, W.A.1
Millwood, K.A.2
-
58
-
-
20744442430
-
Metamodeling knowledge: Developing students' understanding of scientific modeling
-
Schwartz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23, 165-205.
-
(2005)
Cognition and Instruction
, vol.23
, pp. 165-205
-
-
Schwartz, C.V.1
White, B.Y.2
-
59
-
-
0000811260
-
Evolution and continuity in scientific change
-
Shapere, D. (1989). Evolution and continuity in scientific change. Philosophy of Science, 56, 419-437.
-
(1989)
Philosophy of Science
, vol.56
, pp. 419-437
-
-
Shapere, D.1
-
60
-
-
33744974258
-
Helping students understand challenging topics in science through ontology training
-
Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24, 261-289.
-
(2006)
Cognition and Instruction
, vol.24
, pp. 261-289
-
-
Slotta, J.D.1
Chi, M.T.H.2
-
61
-
-
0022289224
-
On differentiation: A case study of the development of the concepts of size, weight, and density
-
Smith, C., Carey, S., & Wiser, M. (1985). On differentiation: A case study of the development of the concepts of size, weight, and density. Cognition, 21, 177-237.
-
(1985)
Cognition
, vol.21
, pp. 177-237
-
-
Smith, C.1
Carey, S.2
Wiser, M.3
-
62
-
-
0000337725
-
Teaching for understanding: A study of students' preinstruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density
-
Smith, C., Maclin, D., Grosslight, L., & Davis, H. (1997). Teaching for understanding: A study of students' preinstruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density. Cognition and Instruction, 15, 317-393.
-
(1997)
Cognition and Instruction
, vol.15
, pp. 317-393
-
-
Smith, C.1
Maclin, D.2
Grosslight, L.3
Davis, H.4
-
63
-
-
84858405076
-
Misconceptions reconceived: A constructivist analysis of knowledge in transition
-
Smith, J. P., III, diSessa, A. A., & Roschelle, J. (1993/1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3, 115-163.
-
(1993)
The Journal of the Learning Sciences
, vol.3
, pp. 115-163
-
-
Smith III, J.P.1
diSessa, A.A.2
Roschelle, J.3
-
64
-
-
34547341621
-
Knowing, believing, and understanding: What goals for science education?
-
Smith, M. U., & Siegel, H. (2004). Knowing, believing, and understanding: What goals for science education? Science & Education, 13, 553-582.
-
(2004)
Science & Education
, vol.13
, pp. 553-582
-
-
Smith, M.U.1
Siegel, H.2
-
67
-
-
0001444366
-
The conceptual structure of the chemical revolution
-
Thagard, P. (1990). The conceptual structure of the chemical revolution. Philosophy of Science, 57, 183-209.
-
(1990)
Philosophy of Science
, vol.57
, pp. 183-209
-
-
Thagard, P.1
-
68
-
-
0001984805
-
Inquiry, modeling, and metacognition: Making science accessible to all students
-
White, B. Y., & Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3-118.
-
(1998)
Cognition and Instruction
, vol.16
, pp. 3-118
-
-
White, B.Y.1
Frederiksen, J.R.2
-
69
-
-
0042819943
-
Is heat hot? Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena
-
Wiser, M., & Amin, T. (2001). "Is heat hot?" Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11, 331-355.
-
(2001)
Learning and Instruction
, vol.11
, pp. 331-355
-
-
Wiser, M.1
Amin, T.2
-
70
-
-
34248184511
-
The development of scientific thinking skills in elementary and middle school
-
Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.
-
(2007)
Developmental Review
, vol.27
, pp. 172-223
-
-
Zimmerman, C.1
|