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Students' Achievement in Human Circulatory System Unit: The Effect of Reasoning Ability and Gender
16 references·4 citing·47 second hop
Students' Achievement in Human Circulatory System Unit: The Effect of Reasoning Ability and Gender (2003)Students' Achievement in Human Circulator…Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students (2001)Integrating concept mapping a…What kinds of scientific concepts exist? Concept construction and intellectual development in college biology (2000)What kinds of scientific conc…Gender differences in students' experiences, interests, and attitudes toward science and scientists (2000)Gender differences in student…Effects of a Science Intervention Program on Middle‐Grade Student Achievement and Attitudes (2000)Effects of a Science Interven…Gender Differences in Science Achievement: Differential Effect of Ability, Response Format, and Strands of Learning Outcomes (1999)Gender Differences in Science…What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? (1998)What are the relative effects…Doing a science project: Gender differences during childhood (1998)Doing a science project: Gend…Meaningful learning, reasoning ability, and students' understanding and problem solving of topics in genetics (1996)Meaningful learning, reasonin…Gender differences in science achievement: Do school effects make a difference? (1994)Gender differences in science…Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve (1991)Formal operational reasoning …Formal reasoning ability and misconceptions concerning genetics and natural selection (1988)Formal reasoning ability and …Science Instruction in the Middle and Secondary Schools (1984)Science Instruction in the Mi…Females and science achievement: Evidence, explanations, and implications (1984)Females and science achieveme…Affect, Ability, and Science Achievement: A Quantitative Synthesis of Correlational Research (1983)Affect, Ability, and Science …Formal reasoning, achievement, and intelligence: An issue of importance (1982)Formal reasoning, achievement…Relationships of science subject matter and developmental levels of learners (1975)Relationships of science subj…Parental Pre-knowledge Enhances Guidance During Inquiry-Based Family Learning in a Museum Context: An Individual Differences Perspective (2020)Parental Pre-knowledge Enhanc…A scale on logical thinking abilities (2011)A scale on logical thinking a…Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls (2008)Creating Hybrid Spaces for En…Students' achievement in relation to reasoning ability, prior knowledge and gender (2006)Students' achievement in rela…A Self-Administering Scale for Measuring Intellectual Impairment and Deterioration (1940)Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications (1977)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Development and evaluation of the conceptual inventory of natural selection (2002)Understanding Natural Selection: Essential Concepts and Common Misconceptions (2009)Promoting Student Metacognition (2012)Case Study Research: Design and Methods (1984)Case Study Research: Design and Methods (1991)Situated Learning: Legitimate Peripheral Participation. 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References

  • 2000Gender differences in students' experiences, interests, and attitudes toward science and scientists697 cited
  • 1984Science Instruction in the Middle and Secondary Schools367 cited
  • 1988Formal reasoning ability and misconceptions concerning genetics and natural selection241 cited
  • 1998What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes?231 cited
  • 1983Affect, Ability, and Science Achievement: A Quantitative Synthesis of Correlational Research149 cited
  • 1975Relationships of science subject matter and developmental levels of learners140 cited
  • 1996Meaningful learning, reasoning ability, and students' understanding and problem solving of topics in genetics136 cited
  • 2001Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students124 cited
  • 2000What kinds of scientific concepts exist? Concept construction and intellectual development in college biology120 cited
  • 1984Females and science achievement: Evidence, explanations, and implications97 cited
  • 1982Formal reasoning, achievement, and intelligence: An issue of importance77 cited
  • 1991Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve72 cited
  • 2000Effects of a Science Intervention Program on Middle‐Grade Student Achievement and Attitudes

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67 cited
  • 1994Gender differences in science achievement: Do school effects make a difference?64 cited
  • 1998Doing a science project: Gender differences during childhood57 cited
  • 1999Gender Differences in Science Achievement: Differential Effect of Ability, Response Format, and Strands of Learning Outcomes51 cited
  • Cited by

    • 2008Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls365 cited
    • 2020Parental Pre-knowledge Enhances Guidance During Inquiry-Based Family Learning in a Museum Context: An Individual Differences Perspective111 cited
    • 2006Students' achievement in relation to reasoning ability, prior knowledge and gender50 cited
    • 2011A scale on logical thinking abilities44 cited