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Science news stories as boundary objects affecting engagement with science
16 references·3 citing·30 second hop
Science news stories as boundary objects affecting engagement with science (2014)Science news stories as boundary objects …Learning by Expanding (2014)Learning by ExpandingHandbook of Research on Science Education (2013)Handbook of Research on Scien…Boundary Crossing and Boundary Objects (2011)Boundary Crossing and Boundar…This is Not a Boundary Object: Reflections on the Origin of a Concept (2010)This is Not a Boundary Object…Cultural Psychology: A Once and Future Discipline (2007)Cultural Psychology: A Once a…Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)Chapter 3 : Identity as an An…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeNational Science Education Standards (1996)National Science Education St…National Science Education Standards (1995)National Science Education St…Voices of the Mind: A Sociocultural Approach to Mediated Action (1991)Voices of the Mind: A Sociocu…Positioning: The Discursive Production of Selves (1990)Positioning: The Discursive P…Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39 (1989)Institutional Ecology, `Trans…Handbook of research on teaching (1986)Handbook of research on teach…Experience and Education (1986)Experience and EducationExperience and Education. (1938)Experience and Education.The organization of informal pathways into STEM: designing towards equity (2021)The organization of informal …For Science and Self: Youth Interactions with Data in Community and Citizen Science (2019)For Science and Self: Youth I…Using a Boundary Object Perspective to Reconsider the Meaning of STEM in a Canadian Context (2016)Using a Boundary Object Persp…Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)The Reflective Practitioner: How Professionals Think in Action (1985)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Studies of expansive learning: Foundations, findings and future challenges (2010)How To Do Things With Words (1975)Forms of talk (1981)Feminist practice and poststructuralist theory (1988)Varieties of Positioning (1991)The social construction of the personal past and its implications for adult development. (2001)Who am I? Narration and its contribution to self and identity (2011)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)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teacher efficacy: capturing an elusive construct (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Communities of Practice and Social Learning Systems (2000)The Study of Boundaries in the Social Sciences (2002)The Practice Turn in Contemporary Theory (2005)Stories of Experience and Narrative Inquiry (1990)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)Qualitative Analysis for Social Scientists (1987)Students' Need for Belonging in the School Community (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)The National Science Education Standards (2013)
this work references cited by second hop

References

  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1986Experience and Education13,444 cited
  • 1989Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-3910,821 cited
  • 1986Handbook of research on teaching10,502 cited
  • 1995National Science Education Standards7,888 cited
  • 1938Experience and Education.6,904 cited
  • 1990Positioning: The Discursive Production of Selves5,357 cited
  • 2014Learning by Expanding4,988 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 1991Voices of the Mind: A Sociocultural Approach to Mediated Action4,099 cited
  • 2000Chapter 3 : Identity as an Analytic Lens for Research in Education2,726 cited
  • 2010This is Not a Boundary Object: Reflections on the Origin of a Concept2,384 cited
  • 2011Boundary Crossing and Boundary Objects2,349 cited
  • 1996National Science Education Standards1,835 cited
  • 2007Cultural Psychology: A Once and Future Discipline

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Cited by

  • 2016Using a Boundary Object Perspective to Reconsider the Meaning of STEM in a Canadian Context51 cited
  • 2019For Science and Self: Youth Interactions with Data in Community and Citizen Science51 cited
  • 2021The organization of informal pathways into STEM: designing towards equity15 cited