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CONCEPTUAL CHANGE TEXTS IN CHEMISTRY TEACHING: A STUDY ON THE PARTICLE MODEL OF MATTER
16 references·1 citing·38 second hop
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Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text (1996)Are Good Texts Always Better?…National Science Education Standards (1995)National Science Education St…From things to processes: A theory of conceptual change for learning science concepts (1994)From things to processes: A t…Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Beyond Cold Conceptual Change…Why some students don't learn chemistry: Chemical misconceptions (1992)Why some students don't learn…Mental models of the earth: A study of conceptual change in childhood (1992)Mental models of the earth: A…Fundamentals of item response theory (1992)Fundamentals of item response…Understanding models and their use in science: Conceptions of middle and high school students and experts (1991)Understanding models and thei…Children's ideas in science (1985)Children's ideas in scienceFraming students’ progression in understanding matter: a review of previous research (2014)Framing students’ progression…A Rasch Model for Partial Credit Scoring (1982)Assessing health status and quality-of-life instruments: Attributes and review criteria (2002)Short screening scales to monitor population prevalences and trends in non-specific psychological distress (2002)Testing the ruler with item response theory: Increasing precision of measurement for relationship satisfaction with the Couples Satisfaction Index. 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Results from a research synthesis years 1984 to 2002 (2009)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)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)How literacy in its fundamental sense is central to scientific literacy (2003)The laboratory in science education: Foundations for the twenty‐first century (2003)A conceptual framework for integrated STEM education (2016)
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References

  • 1995National Science Education Standards7,888 cited
  • 1992Fundamentals of item response theory3,414 cited
  • 2013The National Science Education Standards2,877 cited
  • 1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change2,215 cited
  • 1996National Science Education Standards1,835 cited
  • 1992Mental models of the earth: A study of conceptual change in childhood1,661 cited
  • 1985Children's ideas in science1,538 cited
  • 1998International Handbook of Science Education1,481 cited
  • 1994Capturing and modeling the process of conceptual change1,421 cited
  • 1996Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text1,341 cited
  • 2003Conceptual change: A powerful framework for improving science teaching and learning1,241 cited
  • 2004Constructing Measures : An Item Response Modeling Approach1,236 cited
  • 1994From things to processes: A theory of conceptual change for learning science concepts991 cited
  • 1992Why some students don't learn chemistry: Chemical misconceptions725 cited
  • 1991Understanding models and their use in science: Conceptions of middle and high school students and experts

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697 cited
  • 1998What changes in conceptual change?692 cited
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    • 2014Framing students’ progression in understanding matter: a review of previous research56 cited