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Experts' Views on Using History and Philosophy of Science in the Practice of Physics Instruction
16 references·3 citing·39 second hop
Experts' Views on Using History and Philosophy of Science in the Practice of Physics Instruction (2001)Experts' Views on Using History and Philo…The Structure of Scientific Revolutions (2017)The Structure of Scientific R…The Science of Mechanics (2013)The Science of MechanicsCognition, Construction of Knowledge, and Teaching (1998)Cognition, Construction of Kn…Young people's images of science (1996)Young people's images of scie…Science teaching : the role of history and philosophy of science (1994)Science teaching : the role o…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Toward an epistemology of physics (1993)Toward an epistemology of phy…Conceptual Revolutions (1992)Conceptual RevolutionsThose Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Intuitive Physics (1983)Intuitive PhysicsAccommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Spontaneous Reasoning in Elementary Dynamics (1979)Spontaneous Reasoning in Elem…Falsification and the Methodology of Scientific Research Programmes (1970)Falsification and the Methodo…British Association for the Advancement of Science (1960)British Association for the A…Patterns of Discovery (1959)Patterns of DiscoveryThe Aim and Structure of Physical Theory (1954)The Aim and Structure of Phys…Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review (2021)Teaching and learning special…Why Does It Matter That Many Biology Concepts Are Metaphors? (2020)Why Does It Matter That Many …Physics Teaching in the Search for Its Self (2005)Physics Teaching in the Searc…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)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)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Mental Models (1983)The Body in the Mind (1987)From things to processes: A theory of conceptual change for learning science concepts (1994)Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)The Structure of Scientific Revolutions. (1964)Autopoiesis and Cognition (1980)The Many Faces of Constructivism. (1999)Linking teacher and student learning to improve professional development in systemic reform (2003)Inquiry in science education: International perspectives (2004)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The Structure of Science (1961)CONJECTURES AND REFUTATIONS (1963)A PUBLIC MANAGEMENT FOR ALL SEASONS? (1991)Introduction: epistemic communities and international policy coordination (1992)The Good, the Bad, and the Ugly: The Many Faces of Constructivism (1995)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)The social constructionist movement in modern psychology. (1985)An advocacy coalition framework of policy change and the role of policy-oriented learning therein (1988)Establishing the norms of scientific argumentation in classrooms (2000)Falsification and the Methodology of Scientific Research Programmes (1976)The Nature of Theory in Information Systems1 (2006)A Realist Theory of Science (2013)Profiting from technological innovation: Implications for integration, collaboration, licensing and public policy (1986)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Mental Models of the Day/Night Cycle (1994)What changes in conceptual change? (1998)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 2017The Structure of Scientific Revolutions5,397 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1970Falsification and the Methodology of Scientific Research Programmes4,670 cited
  • 1954The Aim and Structure of Physical Theory2,128 cited
  • 1959Patterns of Discovery1,848 cited
  • 1994Science teaching : the role of history and philosophy of science1,382 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 1998Cognition, Construction of Knowledge, and Teaching1,136 cited
  • 1996Young people's images of science1,123 cited
  • 1992Conceptual Revolutions1,066 cited
  • 1960British Association for the Advancement of Science750 cited
  • 1979Spontaneous Reasoning in Elementary Dynamics656 cited
  • 1983Intuitive Physics620 cited
  • 2013The Science of Mechanics520 cited

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  • 2005Physics Teaching in the Search for Its Self56 cited
  • 2021Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review55 cited
  • 2020Why Does It Matter That Many Biology Concepts Are Metaphors?7 cited