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How Can Conceptual Change Contribute to Theory and Practice in Science Education?
16 references·1 citing·34 second hop
How Can Conceptual Change Contribute to Theory and Practice in Science Education? (2011)How Can Conceptual Change Contribute to T…Reflective Practitioner (2014)Reflective PractitionerNature of Science: Past, Present, and Future (2013)Nature of Science: Past, Pres…International Handbook of Research on Conceptual Change (2013)International Handbook of Res…Handbook of Research on Science Education (2013)Handbook of Research on Scien…Handbook of Educational Psychology (2013)Handbook of Educational Psych…International Handbook of Research on Conceptual Change (2009)International Handbook of Res…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Conceptual change: A powerful framework for improving science teaching and learning (2003)Conceptual change: A powerful…International Handbook of Science Education (1998)International Handbook of Sci…Handbook of educational psychology (1997)Handbook of educational psych…The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)The Role of Anomalous Data in…Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Beyond Cold Conceptual Change…Mental models of the earth: A study of conceptual change in childhood (1992)Mental models of the earth: A…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Cognitive Structure and Conceptual Change (1985)Cognitive Structure and Conce…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Instruction and Students’ Declining Interest in Science (2015)Instruction and Students’ Dec…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)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Development of Achievement Motivation (2007)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Conceptualizing Teacher Professional Learning (2011)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Those Who Understand: Knowledge Growth in Teaching (1986)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Educational Psychology: A Cognitive View (1968)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Capturing and modeling the process of conceptual change (1994)Articulating communities: Sociocultural perspectives on science education (2001)Project-Based Learning (2014)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A Dynamic Theory of Organizational Knowledge Creation (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)
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References

  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2014Reflective Practitioner8,325 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1997Handbook of educational psychology4,825 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 2013Handbook of Educational Psychology3,212 cited
  • 1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change2,215 cited
  • 1992Mental models of the earth: A study of conceptual change in childhood1,661 cited
  • 1998International Handbook of Science Education1,481 cited
  • 1993The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction1,392 cited
  • 2003Conceptual change: A powerful framework for improving science teaching and learning1,241 cited
  • 2009International Handbook of Research on Conceptual Change1,240 cited
  • 2013Nature of Science: Past, Present, and Future994 cited
  • 1985Cognitive Structure and Conceptual Change

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905 cited
  • 2013International Handbook of Research on Conceptual Change706 cited
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    • 2015Instruction and Students’ Declining Interest in Science64 cited