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Authentic school science : knowing and learning in open-inquiry science laboratories
0 references·16 citing·52 second hopsampled
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  • 2010Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science237 cited
  • 2004Teaching students “ideas‐about‐science”: Five dimensions of effective practice218 cited
  • 2006Modeling Theory in Science Education201 cited
  • 2001Learning science through technological design201 cited
  • 1999Differences in graph-related practices between high school biology textbooks and scientific ecology journals199 cited
  • 1999Changing practice by changing practice: Toward more authentic science and science curriculum development188 cited
  • 1995Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor183 cited
  • 2004The surplus value of an authentic learning environment170 cited
  • 2006Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry168 cited
  • 2019Models and modelling for authentic STEM education: reinforcing the argument167 cited
  • 2008How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms156 cited
  • 2002Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts149 cited
  • 2001Fostering conceptual change by analogies—between Scylla and Charybdis

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146 cited
  • 2005Beginning teachers immersed into science: Scientist and science teacher identities146 cited
  • 2009Achievement goal orientations and self-regulation in writing: An integrative perspective.145 cited
  • 2015A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science138 cited