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Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje como investigación
16 references·0 citing·44 second hop
Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje como investigación (1993)Contribución de la historia y de la filos…Constructivist perspectives on science and mathematics learning (1991)Constructivist perspectives o…The conditions of conceptual change in the classroom (1989)The conditions of conceptual …Teorías cognitivas del aprendizaje (1989)Teorías cognitivas del aprend…Toward a philosophically more valid science curriculum (1988)Toward a philosophically more…Science and Values: The Aims of Science and Their Role in Scientific Debate (1987)Science and Values: The Aims …A Constructivist Approach to Curriculum Development in Science (1986)A Constructivist Approach to …The Generative Learning Model and its Implications for Science Education (1985)The Generative Learning Model…Research on conceptual understanding in mechanics (1984)Research on conceptual unders…Attitudes to Science: an update (1984)Attitudes to Science: an upda…Mathematics and Science Learning: A New Conception (1983)Mathematics and Science Learn…Learning science: A generative process (1983)Learning science: A generativ…Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning* (1982)Unlearning Aristotelian Physi…Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy (1982)Alternative frameworks, conce…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cog…La formation de l'esprit scientifique. (1940)La formation de l'esprit scie…A Theory of Cognitive Dissonance (1957)The Structure of Scientific Revolutions (1963)Theories of Knowledge Restructuring in Development (1987)Orientations to Teaching and Their Effect on the Quality of Student Learning (1994)A four‐category scheme for coding and assessing the level of reflection in written work (2008)A Theory of Cognitive Dissonance (2017)The Child's Conception of Physical Causality (1932)Students’ preconceptions in introductory mechanics (1982)Students’ conceptions and the learning of science (1989)Reconceptalizing change in the cognitive construction of knowledge (1998)Examining the literacy component of science literacy: 25 years of language arts and science research (2003)Theoretical Issues in Reading Comprehension (2017)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Spontaneous Reasoning in Elementary Dynamics (1979)Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics (1993)Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling (2005)Synthesis of discipline-based education research in physics (2014)Thought and language (1962)The Structure of Scientific Revolutions. (1964)Actual Minds, Possible Worlds (1986)Craft Knowledge and the Education of Teachers (1992)Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers (1993)Exploring social constructivism: theories and practicalities (2006)Human Problem Solving (1972)Learning How to Learn (1984)Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules (1992)Teaching–learning sequences: aims and tools for science education research (2004)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)Technology and mathematics education (2015)Supporting and Promoting Argumentation Discourse in Science Education (2002)Conceptual change: A powerful framework for improving science teaching and learning (2003)Spatial Models of Parliamentary Voting (2005)Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work (1992)ThinkerTools: Causal Models, Conceptual Change, and Science Education (1993)Mental models of the earth: A study of conceptual change in childhood (1992)Effects of problem-based learning: a meta-analysis (2003)The Theory and Practice of Online Learning (2008)Towards a Reflexive Sociology: A Workshop with Pierre Bourdieu (1989)La didactique professionnelle (2006)Epistemologies of the South (2015)
this work references cited by second hop

References

  • 1968Educational Psychology: A Cognitive View5,220 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1940La formation de l'esprit scientifique.1,244 cited
  • 1986A Constructivist Approach to Curriculum Development in Science816 cited
  • 1983Learning science: A generative process697 cited
  • 1984Research on conceptual understanding in mechanics623 cited
  • 1987Science and Values: The Aims of Science and Their Role in Scientific Debate560 cited
  • 1982Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy517 cited
  • 1982Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning*496 cited
  • 1991Constructivist perspectives on science and mathematics learning494 cited
  • 1983Mathematics and Science Learning: A New Conception436 cited
  • 1985The Generative Learning Model and its Implications for Science Education382 cited
  • 1984Attitudes to Science: an update314 cited
  • 1989The conditions of conceptual change in the classroom314 cited
  • 1989Teorías cognitivas del aprendizaje311 cited

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1988
Toward a philosophically more valid science curriculum
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