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Chemistry Curricula for General Education: Analysis and Elements of A Design
10 references·2 citing·41 second hop
Chemistry Curricula for General Education: Analysis and Elements of A Design (2006)Chemistry Curricula for General Education…Pupils' views of the role and value of the science curriculum: A focus-group study (2001)Pupils' views of the role and…Identifying Science Understanding for Functional Scientific Literacy (2001)Identifying Science Understan…Normal Science Education and its Dangers: The Case of School Chemistry (2000)Normal Science Education and …PROJECT STUDIES; -A LATE MODERN UNIVERSITY REFORM? (1999)PROJECT STUDIES; -A LATE MODE…The politics of legitimating and marginalizing companion meanings: three Australian case stories (1998)The politics of legitimating …Changing the Subject: Innovations in Science, Maths and Technology Education (1996)Changing the Subject: Innovat…The Aalborg Experiment (1994)The Aalborg ExperimentScience: The Salters' approach‐a case study of the process of large scale curriculum development (1994)Science: The Salters' approac…A label as a hidden persuader: chemists’ neutralization concept (1991)A label as a hidden persuader…Development and Dilemmas in Science Education. (1988)Development and Dilemmas in S…Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education (2010)Exploring a Framework for Pro…Towards a framework for a professional development programme: empowering teachers for context-based chemistry education (2009)Towards a framework for a pro…The Two Cultures and the Scientific Revolution (1961)The Essential Tension (1977)Using the curriculum emphasis concept to investigate teachers’ curricular beliefs in the context of educational reform (2008)School Chemistry: The Need for Transgression (2011)Relevant Chemistry Education (2015)The Structure of Scientific Revolutions (2017)The origins of intelligence in children. (1952)Situated Cognition and the Culture of Learning (1989)Situated Learning: Legitimate Peripheral Participation. (1994)Students' and teachers' conceptions of the nature of science: A review of the research (1992)Risk Society, Towards a New Modernity (1994)Establishing the norms of scientific argumentation in classrooms (2000)Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching (2004)Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play (2006)Towards a Theoretical Framework for Teaching Controversial Socio‐scientific Issues (2006)Etymologisches Wörterbuch der deutschen Sprache (1908)Students’ understanding of chemical reaction (1998)LEARNERS’ EXPLANATIONS FOR CHEMICAL PHENOMENA (2000)Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases (2007)The Process of Education (1960)Understanding Attitudes and Predicting Social Behavior (1980)Handbook of Qualitative Research. (1995)Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning (2006)The Meaning of Scientific Literacy. (2009)Science Aspirations, Capital, and Family Habitus (2012)Educational Psychology: A Cognitive View (1968)the delphi method: techniques and applications (1975)Talking science: language, learning, and values (1991)Using out‐of‐school experience in science lessons: reality or rhetoric? (1997)Facilitating teachers' professional growth through their involvement in creating context-based materials in science (2002)Chemistry: A matter of understanding representations (2004)Students' Preconceptions about the Epistemology of Science (1992)Concept cartoons, teaching and learning in science: an evaluation (1999)Learning Difficulties in Chemistry: An Overview (2007)A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts (2006)Learning through collaboration: student perspectives (2011)Assessment of team-based projects in project-led education (2004)A scheme for understanding group processes in problem-based learning (2007)The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding (2006)Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences. (2009)Scientific and Engineering Practices in K-12 Classrooms: Understanding a Framework for K-12 Science Education (2011)
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References

  • 2001Pupils' views of the role and value of the science curriculum: A focus-group study585 cited
  • 1988Development and Dilemmas in Science Education.375 cited
  • 2001Identifying Science Understanding for Functional Scientific Literacy329 cited
  • 1996Changing the Subject: Innovations in Science, Maths and Technology Education174 cited
  • 1991A label as a hidden persuader: chemists’ neutralization concept104 cited
  • 1994Science: The Salters' approach‐a case study of the process of large scale curriculum development83 cited
  • 2000Normal Science Education and its Dangers: The Case of School Chemistry78 cited
  • 1999PROJECT STUDIES; -A LATE MODERN UNIVERSITY REFORM?61 cited
  • 1994The Aalborg Experiment58 cited
  • 1998The politics of legitimating and marginalizing companion meanings: three Australian case stories28 cited

Cited by

  • 2009Towards a framework for a professional development programme: empowering teachers for context-based chemistry education57 cited
  • 2010Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education57 cited

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