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A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science
16 references·0 citing·28 second hop
A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science (2006)A Deweyan Perspective on Science Educatio…Art as Experience (1934) (2026)Art as Experience (1934)17 From Human Nature and Conduct (1922) (2025)17 From Human Nature and Cond…Democracy and Education (2015)Democracy and EducationPhilosophy and the Mirror of Nature (2008)Philosophy and the Mirror of …Beyond Objectivism and Relativism (1984)Beyond Objectivism and Relati…Representing and Intervening (1983)Representing and InterveningPhilosophy and the Mirror of Nature. (1983)Philosophy and the Mirror of …Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)THE STRUCTURE OF SCIENTIFIC R…Thought and language (1962)Thought and languageExperience and nature. (1929)Experience and nature.The Public and its Problems (1927)The Public and its ProblemsDemocracy and Education. (1917)Democracy and Education.How we think. (1910)How we think.How We Think (1910)How We ThinkThe 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)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Some Social Requisites of Democracy: Economic Development and Political Legitimacy (1959)Stories of Experience and Narrative Inquiry (1990)What Is Agency? (1998)Qualitative Analysis for Social Scientists (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Cognitive Load During Problem Solving: Effects on Learning (1988)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Talking science: language, learning, and values (1991)Introduction: epistemic communities and international policy coordination (1992)Toward a Theory of Social Practices (2002)Technological paradigms and technological trajectories (1982)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Sample Size in Qualitative Interview Studies (2015)The Social Construction of Reality: A Treatise in the Sociology of Knowledge. (1967)Competing paradigms in qualitative research. (1994)Verification, Validation, and Confirmation of Numerical Models in the Earth Sciences (1994)Social Theory of International Politics (1999)Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
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References

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  • 1962Thought and language20,700 cited
  • 2015Democracy and Education10,891 cited
  • 1963THE STRUCTURE OF SCIENTIFIC REVOLUTIONS8,424 cited
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  • 1910How We Think6,764 cited
  • 2026Art as Experience (1934)5,188 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 2008Philosophy and the Mirror of Nature4,927 cited
  • 1983Representing and Intervening4,811 cited
  • 1927The Public and its Problems4,150 cited
  • 1910How we think.4,017 cited
  • 1929Experience and nature.2,875 cited
  • 1983Philosophy and the Mirror of Nature.2,288 cited
  • 202517 From Human Nature and Conduct (1922)2,262 cited
  • 1984Beyond Objectivism and Relativism2,192 cited

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