How do students' views of science influence knowledge integration?

Journal of Research in Science Teaching

Volumn 28, Issue 9, 1991, Pages 761-784

  Songer, Nancy Butler ^a   Linn, Marcia C ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84984080142     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.3660280905     Document Type: Article

References (20)

1. Not all preconceptions are misconceptions: Finding “anchoring conceptions” for grounding instruction on students' intuitions
2. Epistemological perspectives on conceptual change: Implications for educational practice
3. Learning and instruction: An examination of four research perspectives in science education
4. Learning scientific reasoning skills in microcomputer‐based laboratories
5. Understanding models and their use in science: Conceptions of middle and high school students and experts
6. Establishing a research base for science education: Challenges, trends, and recommendations
7. Using technology to teach thermodynamics: Achieving integrated understanding
8. Development of explanation: Incremental and fundamental change in children's physics knowledge
9. Explaining the ‘at rest’ condition of an object
10. The use of concept mapping with junior high school science students
11. Cognition in scientific and everyday domains: Comparison and learning implications
12. Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance
13. The effects of beliefs about the nature of knowledge on comprehension