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Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks
16 references·0 citing·36 second hop
Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks (2009)Structure–Property Relations Between Macr…Handbook of Research on Science Education (2013)Handbook of Research on Scien…The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding (2006)The Use of “Contexts” as a Ch…On the Nature of “Context” in Chemical Education (2006)On the Nature of “Context” in…A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts (2006)A Research Approach to Design…Middle school students' beliefs about matter (2005)Middle school students' belie…Didactical structures as an outcome of research on teaching–learning sequences? (2004)Didactical structures as an o…Meaning Making in Secondary Science Classrooms (2003)Meaning Making in Secondary S…Conceptual change: A powerful framework for improving science teaching and learning (2003)Conceptual change: A powerful…Chemical Education: Towards Research-based Practice (2003)Chemical Education: Towards R…Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners (2002)Meaningful learning: The esse…Perspectives on Learning, Thinking, and Activity (2000)Perspectives on Learning, Thi…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Teaching Science Effectively With Analogies: An Approach for Preservice and Inservice Teacher Education (1998)Teaching Science Effectively …From context to contextualizing (1998)From context to contextualizi…Communities of Practice (1998)Communities of PracticeThought and language (1962)Thought and languageMind in Society: The Development of Higher Psychological Processes (1978)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Learning: Legitimate Peripheral Participation. (1994)Learning Difficulties in Chemistry: An Overview (2007)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Rethinking chemistry: a learning progression on chemical thinking (2013)The developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)The roles of the formal and informal sectors in the provision of effective science education (2010)SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION—A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA (2011)The meaning of ‘relevance’ in science education and its implications for the science curriculum (2013)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Teaching More by Lecturing Less (2005)International Handbook of Information Technology in Primary and Secondary Education (2008)The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1 (2012)Situated Learning (1991)Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence (2011)Situated Cognition and the Culture of Learning (1989)Learning With Concept and Knowledge Maps: A Meta-Analysis (2006)Where's the evidence that active learning works? (2006)Putting Education in “Educational” Apps (2015)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)Learning to Teach Argumentation: Research and development in the science classroom (2005)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Teacher questioning in science classrooms: Approaches that stimulate productive thinking (2007)Expansive Learning at Work: Toward an activity theoretical reconceptualization (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)Why Should I Share? Examining Social Capital and Knowledge Contribution in Electronic Networks of Practice1 (2005)
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References

  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1962Thought and language20,700 cited
  • 2013Handbook of Research on Science Education4,479 cited
  • 2003Conceptual change: A powerful framework for improving science teaching and learning1,293 cited
  • 2003Meaning Making in Secondary Science Classrooms1,284 cited
  • 2002Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners915 cited
  • 2006On the Nature of “Context” in Chemical Education811 cited
  • 2003Chemical Education: Towards Research-based Practice584 cited
  • 1998From context to contextualizing321 cited
  • 2000Perspectives on Learning, Thinking, and Activity314 cited
  • 2006A Research Approach to Designing Chemistry Education using Authentic Practices as Contexts266 cited
  • 2004Didactical structures as an outcome of research on teaching–learning sequences?162 cited
  • 1998Teaching Science Effectively With Analogies: An Approach for Preservice and Inservice Teacher Education158 cited
  • 2005Middle school students' beliefs about matter147 cited

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  • 2006The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding147 cited
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