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Cognitive Aspects of Learning and Teaching Science.
16 references·1 citing·35 second hop
Cognitive Aspects of Learning and Teaching Science. (2001)Cognitive Aspects of Learning and Teachin…Cognitive Skills and Their Acquisition (2013)Cognitive Skills and Their Ac…Cognitive Processes in Comprehension (2013)Cognitive Processes in Compre…Cognition, Construction of Knowledge, and Teaching (1998)Cognition, Construction of Kn…Force concept inventory (1992)Force concept inventoryScience for all Americans (1990)Science for all AmericansEducation and Learning to Think (1987)Education and Learning to Thi…The initial knowledge state of college physics students (1985)The initial knowledge state o…Cognitive Structure and Conceptual Change (1985)Cognitive Structure and Conce…Children's ideas in science (1985)Children's ideas in scienceLearning How to Learn (1984)Learning How to LearnMental Models (1983)Mental ModelsStudents’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Expert and Novice Performance in Solving Physics Problems (1980)Expert and Novice Performance…National Council of Teachers of Mathematics (1979)National Council of Teachers …Implications of research on learning for the education of prospective science and physics teachers† (2000)Implications of research on l…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)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)Perception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Problem-Based Learning: What and How Do Students Learn? (2004)Theoretical Issues in Reading Comprehension (2017)Representation and Understanding (1975)Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. (1991)Toward an epistemology of physics (1993)Stereotypes and prejudice: Their automatic and controlled components. (1989)Cognitive load theory, learning difficulty, and instructional design (1994)Learning by Expanding (2014)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Benchmarks for Science Literacy (2013)A conceptual framework for integrated STEM education (2016)Peer Instruction: Ten years of experience and results (2001)Where's the evidence that active learning works? (2006)The Flipped Classroom: A Survey of the Research (2020)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Dual coding theory and education (1991)Designing a Qualitative Study (2009)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Situated Cognition and the Culture of Learning (1989)A Dynamic Theory of Organizational Knowledge Creation (1994)The weirdest people in the world? (2010)
this work references cited by second hop

References

  • 1979National Council of Teachers of Mathematics8,499 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1984Learning How to Learn5,192 cited
  • 1983Mental Models5,181 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1992Force concept inventory3,233 cited
  • 2013Cognitive Skills and Their Acquisition2,911 cited
  • 1980Expert and Novice Performance in Solving Physics Problems2,110 cited
  • 1990Science for all Americans1,840 cited
  • 1985Children's ideas in science1,538 cited
  • 1982Students’ preconceptions in introductory mechanics1,230 cited
  • 1987Education and Learning to Think1,177 cited
  • 2013Cognitive Processes in Comprehension1,146 cited
  • 1998Cognition, Construction of Knowledge, and Teaching1,136 cited
  • 1985The initial knowledge state of college physics students1,075 cited
  • 1985Cognitive Structure and Conceptual Change905 cited

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  • 2000Implications of research on learning for the education of prospective science and physics teachers†67 cited