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Learning the scientific “story”: A case study in the teaching and learning of elementary thermodynamics
16 references·0 citing·41 second hop
Learning the scientific “story”: A case study in the teaching and learning of elementary thermodynamics (1996)Learning the scientific “story”: A case s…Making Sense of Secondary Science (1994)Making Sense of Secondary Sci…Words, science and learning (1992)Words, science and learningPhilosophy of science, cognitive psychology, and educational theory and practice (1992)Philosophy of science, cognit…Teaching thermodynamics to middle school students: What are appropriate cognitive demands? (1991)Teaching thermodynamics to mi…Students’ reasonings in thermodynamics (1991)Students’ reasonings in therm…Students' reasoning in thermodynamics (1991)Students' reasoning in thermo…Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions (1989)Not all preconceptions are mi…Contingency, Irony, and Solidarity (1989)Contingency, Irony, and Solid…Improving Learning : New Perspectives (1988)Improving Learning : New Pers…Establishing a research base for science education: Challenges, trends, and recommendations (1987)Establishing a research base …Equilibration, conflict and instruction: A new class‐oriented perspective (1985)Equilibration, conflict and i…Children's ideas in science (1985)Children's ideas in scienceThe influence of intellectual environment on conceptions of heat (1984)The influence of intellectual…Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy (1982)Alternative frameworks, conce…Children's viewpoints of heat: A second look (1980)Children's viewpoints of heat…Children's conceptions of heat and temperature (1979)Children's conceptions of hea…A Theory of Cognitive Dissonance (1957)The Structure of Scientific Revolutions (1963)Theories of Knowledge Restructuring in Development (1987)Orientations to Teaching and Their Effect on the Quality of Student Learning (1994)A four‐category scheme for coding and assessing the level of reflection in written work (2008)A Theory of Cognitive Dissonance (2017)Educational Psychology: A Cognitive View (1969)Science of Education and the Psychology of the Child (1971)A study of consistency in the use of students' conceptual frameworks across different task contexts (1986)Metalearning and conceptual change (1989)Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality (2007)Child's Conception of the World (2013)Spontaneous Reasoning in Elementary Dynamics (1979)Students’ preconceptions in introductory mechanics (1982)The initial knowledge state of college physics students (1985)Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction (1989)Model based learning as a key research area for science education (2000)Sixth-Grade Students' Epistemologies of Science: The Impact of School Science Experiences on Epistemological Development (2000)The Process of Education (1960)Architecture of Cognition (1983)Learning How to Learn (1984)Science for Life & Living: An Elementary School Science Program from Biological Sciences Curriculum Study (1990)Concept mapping and misconceptions: a study of high‐school students’ understandings of acids and bases (1991)Students' and teachers' misapplication of le chatelier's principle: Implications for the teaching of chemical equilibrium (1995)Learning Science Through Models and Modelling (1998)Investigating a grade 11 student's evolving conceptions of heat and temperature (1999)The Particulate Nature of Matter: Challenges in Understanding the Submicroscopic World (2006)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002)A typology of school science models (2000)Mental models, conceptual models, and modelling (2000)Synthesis of discipline-based education research in physics (2014)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)Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions (1999)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)ORGANIZATIONAL CHANGE AND DEVELOPMENT (1999)Toward a Theory of Social Practices (2002)Political conservatism as motivated social cognition. (2003)
this work references cited by second hop

References

  • 1989Contingency, Irony, and Solidarity6,866 cited
  • 1985Children's ideas in science1,538 cited
  • 1994Making Sense of Secondary Science710 cited
  • 1988Improving Learning : New Perspectives672 cited
  • 1992Philosophy of science, cognitive psychology, and educational theory and practice632 cited
  • 1982Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy517 cited
  • 1989Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions403 cited
  • 1979Children's conceptions of heat and temperature316 cited
  • 1992Words, science and learning191 cited
  • 1987Establishing a research base for science education: Challenges, trends, and recommendations177 cited
  • 1991Teaching thermodynamics to middle school students: What are appropriate cognitive demands?160 cited
  • 1980Children's viewpoints of heat: A second look142 cited
  • 1991Students’ reasonings in thermodynamics120 cited
  • 1991Students' reasoning in thermodynamics71 cited
  • 1985Equilibration, conflict and instruction: A new class‐oriented perspective66 cited

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  • 1984The influence of intellectual environment on conceptions of heat61 cited
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