Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling

10 references·16 citing·44 second hop

FromToDepth

this work references cited by second hop

References

1995National Science Education Standards7,888 cited
1992Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings3,999 cited
2013The National Science Education Standards2,877 cited
1998Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students1,393 cited
1992Toward a Design Science of Education1,138 cited
1996Young people's images of science1,123 cited
1993Science as argument: Implications for teaching and learning scientific thinking918 cited
1991Understanding models and their use in science: Conceptions of middle and high school students and experts697 cited
2000Scientific arguments as learning artifacts: designing for learning from the web with KIE653 cited
1984Research on conceptual understanding in mechanics623 cited

Cited by

2021The Curious Construct of Active Learning385 cited
2010What Teachers of Science Need to Know about Models: An overview362 cited
2005Cultivating Model-Based Reasoning in Science Education313 cited
2016Searching for a common ground – A literature review of empirical research on scientific inquiry activities258 cited
2016

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

Styles of Scientific Reasoning: A Cultural Rationale for Science Education?

254 cited

2011Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions244 cited

2012A learning progression for water in socio‐ecological systems218 cited

2011Learners' epistemic criteria for good scientific models215 cited

2006Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K‐8 science teaching202 cited

2011Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?198 cited

2007Issues in computer supported inquiry learning in science192 cited

2009Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry173 cited

2006Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry168 cited

2009The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter162 cited

2007Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement158 cited

2008How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms156 cited