-
1
-
-
60049083603
-
Integration of weight and distance information in young children: The role of relational complexity
-
Andrews, G., Halford, G., Murphy, K., & Knox, K. (2009). Integration of weight and distance information in young children: The role of relational complexity. Cognitive Development, 24, 49-60.
-
(2009)
Cognitive Development
, vol.24
, pp. 49-60
-
-
Andrews, G.1
Halford, G.2
Murphy, K.3
Knox, K.4
-
2
-
-
78149300218
-
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts
-
Berland, L., & McNeill, K. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94, 765-793.
-
(2010)
Science Education
, vol.94
, pp. 765-793
-
-
Berland, L.1
McNeill, K.2
-
3
-
-
84890044612
-
Argumentation and reasoning in life and in school: Implications for the design of school science learning environments
-
In M. S. Khine (Ed.), Dordrecht. The Netherlands: Springer.
-
Bricker, L., & Bell, P. (2011). Argumentation and reasoning in life and in school: Implications for the design of school science learning environments. In M. S. Khine (Ed.), Perspectives on scientific argumentation. Dordrecht. The Netherlands: Springer.
-
(2011)
Perspectives on scientific argumentation
-
-
Bricker, L.1
Bell, P.2
-
4
-
-
84908539267
-
Impacts and characteristics of computer-based science inquiry learning environments for precollege students
-
Donnelly, D., Linn, M., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Review of Educational Research, 84, 572-608.
-
(2014)
Review of Educational Research
, vol.84
, pp. 572-608
-
-
Donnelly, D.1
Linn, M.2
Ludvigsen, S.3
-
5
-
-
0034178558
-
Establishing the norms of scientific argumentation in classrooms
-
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
-
(2000)
Science Education
, vol.84
, pp. 287-312
-
-
Driver, R.1
Newton, P.2
Osborne, J.3
-
6
-
-
38949151575
-
Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals
-
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268-291.
-
(2008)
Review of Research in Education
, vol.32
, pp. 268-291
-
-
Duschl, R.1
-
7
-
-
77951267736
-
Neglect of alternative causes in predictive but not diagnostic reasoning
-
Fernbach, P., Darlow, A., & Sloman, S. (2010). Neglect of alternative causes in predictive but not diagnostic reasoning. Psychological Science, 21, 329-336.
-
(2010)
Psychological Science
, vol.21
, pp. 329-336
-
-
Fernbach, P.1
Darlow, A.2
Sloman, S.3
-
8
-
-
84863855768
-
A dialogic account of sense-making in scientific argumentation and reasoning
-
Ford, M. (2012). A dialogic account of sense-making in scientific argumentation and reasoning. Cognition and Instruction, 30, 207-245.
-
(2012)
Cognition and Instruction
, vol.30
, pp. 207-245
-
-
Ford, M.1
-
9
-
-
34848897535
-
Redefining disciplinary learning in classroom contexts
-
Ford, M., & Forman, E. (2006). Redefining disciplinary learning in classroom contexts. Review of Research in Education, 30, 1-32.
-
(2006)
Review of Research in Education
, vol.30
, pp. 1-32
-
-
Ford, M.1
Forman, E.2
-
10
-
-
84880357124
-
Forces and motion: How young children understand causal events
-
Goksun, T., George, N., Hirsh-Pasek, K., & Golinkoff, R. (2013). Forces and motion: How young children understand causal events. Child Development, 84, 1285-1295.
-
(2013)
Child Development
, vol.84
, pp. 1285-1295
-
-
Goksun, T.1
George, N.2
Hirsh-Pasek, K.3
Golinkoff, R.4
-
11
-
-
79958115387
-
Concepts of evidence
-
University of Durham. Retrieved from
-
Gott, R., Duggan, S., & Roberts, R. (2003). Concepts of evidence. University of Durham. Retrieved from http://www.dur.ac.uk/richard.gott/Evidence/cofev.htm
-
(2003)
-
-
Gott, R.1
Duggan, S.2
Roberts, R.3
-
13
-
-
80053384268
-
Development of decision making: Sequential versus integrative rules
-
Jansen, B., vanDuijvenvoorde, A., & Huizenga, H. (2012). Development of decision making: Sequential versus integrative rules. Journal of Experimental Child Psychology, 111, 187-100.
-
(2012)
Journal of Experimental Child Psychology
, vol.111
, pp. 100-187
-
-
Jansen, B.1
vanDuijvenvoorde, A.2
Huizenga, H.3
-
15
-
-
32544450162
-
Explanation and understanding
-
Keil, F. (2006). Explanation and understanding. Annual Review of Psychology, 57, 227-254.
-
(2006)
Annual Review of Psychology
, vol.57
, pp. 227-254
-
-
Keil, F.1
-
16
-
-
29344467115
-
Scientific reasoning in young children. Preschoolers' ability to evaluate covariation evidence
-
Koerber, S., Sodian, B., Thoermer, C., & Nett, U. (2005). Scientific reasoning in young children. Preschoolers' ability to evaluate covariation evidence. Swiss Journal of Psychology, 64, 141-152.
-
(2005)
Swiss Journal of Psychology
, vol.64
, pp. 141-152
-
-
Koerber, S.1
Sodian, B.2
Thoermer, C.3
Nett, U.4
-
18
-
-
34548597076
-
Reasoning about multiple variables: Control of variables is not the only challenge
-
Kuhn, D. (2007). Reasoning about multiple variables: Control of variables is not the only challenge. Science Education, 91, 710-726.
-
(2007)
Science Education
, vol.91
, pp. 710-726
-
-
Kuhn, D.1
-
19
-
-
78149312686
-
Teaching and learning science as argument
-
Kuhn, D. (2010). Teaching and learning science as argument. Science Education, 94, 810-824.
-
(2010)
Science Education
, vol.94
, pp. 810-824
-
-
Kuhn, D.1
-
20
-
-
0344414752
-
What is scientific thinking and how does it develop?
-
In U. Goswami (Ed.), 2nd ed.). Oxford, England: Blackwell.
-
Kuhn, D. (2011). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Handbook of childhood cognitive development (2nd ed.). Oxford, England: Blackwell.
-
(2011)
Handbook of childhood cognitive development
-
-
Kuhn, D.1
-
21
-
-
84859828666
-
The development of causal reasoning
-
Kuhn, D. (2012). The development of causal reasoning. WIREs Cognitive Science, 3, 327-335. doi: 10.1002/wcs.1160
-
(2012)
WIREs Cognitive Science
, vol.3
, pp. 327-335
-
-
Kuhn, D.1
-
22
-
-
0003768254
-
-
San Diego, CA: Academic Press.
-
Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.
-
(1988)
The development of scientific thinking skills
-
-
Kuhn, D.1
Amsel, E.2
O'Loughlin, M.3
-
24
-
-
52949125256
-
What needs to develop in the development of inquiry skills?
-
Kuhn, D., & Pease, M. (2008). What needs to develop in the development of inquiry skills? Cognition and Instruction, 26, 512-559.
-
(2008)
Cognition and Instruction
, vol.26
, pp. 512-559
-
-
Kuhn, D.1
Pease, M.2
-
25
-
-
79955475020
-
The dual components of developing strategy use: Production and inhibition
-
In H. S. Waters & W. Schneider (Eds.), New York, NY: Guilford Press.
-
Kuhn, D., & Pease, M. (2009). The dual components of developing strategy use: Production and inhibition. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction. New York, NY: Guilford Press.
-
(2009)
Metacognition, strategy use, and instruction
-
-
Kuhn, D.1
Pease, M.2
-
26
-
-
67349178191
-
Coordinating effects of multiple variables: A skill fundamental to causal and scientific reasoning
-
Kuhn, D., Pease, M., & Wirkala, C. (2009). Coordinating effects of multiple variables: A skill fundamental to causal and scientific reasoning. Journal of Experimental Child Psychology, 103, 268-284.
-
(2009)
Journal of Experimental Child Psychology
, vol.103
, pp. 268-284
-
-
Kuhn, D.1
Pease, M.2
Wirkala, C.3
-
27
-
-
84926141196
-
Developing multivariable thinkers
-
Kuhn, D., Ramsey, S., & Arvidsson, T. S. (2015). Developing multivariable thinkers. Cognitive Development, 35, 92-110.
-
(2015)
Cognitive Development
, vol.35
, pp. 92-110
-
-
Kuhn, D.1
Ramsey, S.2
Arvidsson, T.S.3
-
28
-
-
84963294921
-
Cross-domain development of scientific reasoning
-
Kuhn, D., Schauble, L., & Garcia-Mila, M. (1992). Cross-domain development of scientific reasoning. Cognition and Instruction, 9, 285-332.
-
(1992)
Cognition and Instruction
, vol.9
, pp. 285-332
-
-
Kuhn, D.1
Schauble, L.2
Garcia-Mila, M.3
-
29
-
-
3242892883
-
Functional learning among children, adolescents, and young adults
-
Lafon, P., Chasseigne, G., & Mullet, E. (2004). Functional learning among children, adolescents, and young adults. Journal of Experimental Child Psychology, 88, 334-347.
-
(2004)
Journal of Experimental Child Psychology
, vol.88
, pp. 334-347
-
-
Lafon, P.1
Chasseigne, G.2
Mullet, E.3
-
30
-
-
34848860541
-
Scientific thinking and scientific literacy: Supporting development in learning contexts
-
In K. A. Renninger & I. Sigel Eds.) & W. Damon (Series Ed. Hoboken, NJ: Wiley.
-
Lehrer, R., & Schauble, L. (2006). Scientific thinking and scientific literacy: Supporting development in learning contexts. In K. A. Renninger & I. Sigel (Vol. Eds.) & W. Damon (Series Ed.), Handbook of child psychology (Vol. 4). Hoboken, NJ: Wiley.
-
(2006)
Handbook of child psychology
, vol.4
-
-
Lehrer, R.1
Schauble, L.2
-
31
-
-
84958135792
-
The development of scientific thinking
-
In L. Liben (Ed.) & R. Lerner (Series Ed.), Hoboken, NJ: Wiley.
-
Lehrer, R., & Schauble, L. (2015). The development of scientific thinking. In L. Liben (Vol. Ed.) & R. Lerner (Series Ed.), Handbook of child psychology and developmental science (Vol. 2). Hoboken, NJ: Wiley.
-
(2015)
Handbook of child psychology and developmental science
, vol.2
-
-
Lehrer, R.1
Schauble, L.2
-
32
-
-
33748787175
-
The structure and function of explanations
-
Lombrozo, T. (2006). The structure and function of explanations. Trends in Cognitive Sciences, 10, 464-470.
-
(2006)
Trends in Cognitive Sciences
, vol.10
, pp. 464-470
-
-
Lombrozo, T.1
-
33
-
-
84947223741
-
Representing student argumentation as functionally scientific activity
-
Manz, E. (2014). Representing student argumentation as functionally scientific activity. Review of Educational Research. doi: 10.3102/0034654314558490
-
(2014)
Review of Educational Research
-
-
Manz, E.1
-
34
-
-
79953008607
-
When easy comes hard: The development of adaptive strategy selection
-
Mata, R., vonHelversen, B., & Rieskamp, J. (2011). When easy comes hard: The development of adaptive strategy selection. Child Development, 82, 687-700.
-
(2011)
Child Development
, vol.82
, pp. 687-700
-
-
Mata, R.1
vonHelversen, B.2
Rieskamp, J.3
-
35
-
-
80051789711
-
Investigations of a complex, realistic task: Intentional, unsystematic and exhaustive experimenters
-
McElhaney, K., & Linn, M. (2011). Investigations of a complex, realistic task: Intentional, unsystematic and exhaustive experimenters. Journal of Research in Science Teaching, 48, 745-770.
-
(2011)
Journal of Research in Science Teaching
, vol.48
, pp. 745-770
-
-
McElhaney, K.1
Linn, M.2
-
37
-
-
84898549396
-
Teaching scientific practices: Meeting the challenge of change
-
Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25, 177-196.
-
(2014)
Journal of Science Teacher Education
, vol.25
, pp. 177-196
-
-
Osborne, J.1
-
38
-
-
10844248508
-
Enhancing the quality of argumentation in school science
-
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994-1020.
-
(2004)
Journal of Research in Science Teaching
, vol.41
, pp. 994-1020
-
-
Osborne, J.1
Erduran, S.2
Simon, S.3
-
39
-
-
84898676866
-
Science education's need for a theory of epistemological development
-
Sandoval, W. (2014). Science education's need for a theory of epistemological development. Science Education, 98, 383-387.
-
(2014)
Science Education
, vol.98
, pp. 383-387
-
-
Sandoval, W.1
-
40
-
-
84930088579
-
Epistemic goals
-
In R. Gunstone (Ed.), Dordrecht, The Netherlands: Springer.
-
Sandoval, W. (2015). Epistemic goals. In R. Gunstone (Ed.), Encyclopedia of science education. Dordrecht, The Netherlands: Springer.
-
(2015)
Encyclopedia of science education
-
-
Sandoval, W.1
-
41
-
-
33845742339
-
The development of scientific reasoning in knowledge-rich contexts
-
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102-119.
-
(1996)
Developmental Psychology
, vol.32
, pp. 102-119
-
-
Schauble, L.1
-
42
-
-
0002242225
-
Learning to think mathematically: Problem solving, metacognition and sense making in mathematics
-
In D. A. Grouws (Ed.), New York, NY: Macmillan.
-
Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York, NY: Macmillan.
-
(1992)
Handbook of research on mathematics teaching and learning
, pp. 334-370
-
-
Schoenfeld, A.1
-
43
-
-
56449113809
-
Reasoning as informed by the early development of explanations
-
In A. Gopnik & L. Schulz (Eds.), New York, NY: Oxford University Press.
-
Wellman, H., & Liu, D. (2007). Reasoning as informed by the early development of explanations. In A. Gopnik & L. Schulz (Eds.), Causal learning: Psychology, philosophy, and computation. New York, NY: Oxford University Press.
-
(2007)
Causal learning: Psychology, philosophy, and computation
-
-
Wellman, H.1
Liu, D.2
-
45
-
-
84887936720
-
Why does explaining help learning
-
(S. Ohlsson & R. Catrambone, Eds.; Austin, TX: Cognitive Science Society.
-
Williams, J., Lombrozo, T., & Rehder, R. (2010). Why does explaining help learning? Insight from an explanation impairment effect. Proceedings of the 32nd annual conference of the Cognitive Science Society (S. Ohlsson & R. Catrambone, Eds.; pp. 2906-2911). Austin, TX: Cognitive Science Society.
-
(2010)
Insight from an explanation impairment effect. Proceedings of the 32nd annual conference of the Cognitive Science Society
, pp. 2906-2911
-
-
Williams, J.1
Lombrozo, T.2
Rehder, R.3
-
46
-
-
84887910075
-
The hazards of explanation: Overgeneralization in the face of exceptions
-
Williams, J., Lombrozo, T., & Rehder, R. (2013). The hazards of explanation: Overgeneralization in the face of exceptions. Journal of Experimental Psychology: General, 142, 1006-1014.
-
(2013)
Journal of Experimental Psychology: General
, vol.142
, pp. 1006-1014
-
-
Williams, J.1
Lombrozo, T.2
Rehder, R.3
-
47
-
-
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
|