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Contested terrain or unified project? 'The nature of science' in the National Curriculum for England and Wales
16 references·2 citing·39 second hop
Contested terrain or unified project? 'The nature of science' in the National Curriculum for England and Wales (2001)Contested terrain or unified project? 'Th…The Nature of Science in International Science Education Standards Documents (2005)The Nature of Science in Inte…Exploring a process view of students' knowledge about the nature of science (2000)Exploring a process view of s…The nature of science in science education : rationales and strategies (1998)The nature of science in scie…Teaching and learning science:towards a personalized approach (1998)Teaching and learning science…Constructivism in Science Education (1998)Constructivism in Science Edu…Whose nature of science? (1997)Whose nature of science?The ‘nature of science’ as a curriculum component (1996)The ‘nature of science’ as a …International Perspectives on Educational Reform and Policy Implementation (1996)International Perspectives on…STS education: international perspectives on reform (1995)STS education: international …Handbook of Science and Technology Studies (1995)Handbook of Science and Techn…Philosophy and the Mirror of Nature. (1981)Philosophy and the Mirror of …Philosophy and the Mirror of Nature (1980)Philosophy and the Mirror of …The Sociology of Science: Theoretical and Empirical Investigations (1974)The Sociology of Science: The…Science for the People: The Origins of the School Science Curriculum in England (1974)Science for the People: The O…The sociology of science (1973)The sociology of scienceThe Nature of Science (1962)The Nature of ScienceWhat “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community (2003)What “ideas‐about‐science” sh…Attitudes towards science: A review of the literature and its implications (2003)Attitudes towards science: A …Thematic Origins of Scientific Thought: Kepler to Einstein (1974)Revolution in Science (1987)Great Geological Controversies (1990)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Conceptual change: A powerful framework for improving science teaching and learning (2003)Informal reasoning regarding socioscientific issues: A critical review of research (2004)The Structure of Scientific Revolutions (1963)Those Who Understand: Knowledge Growth in Teaching (1986)Handbook of Qualitative Research (1994)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Taking science to school: learning and teaching science in grades K-8 (2008)Nature of Science: Past, Present, and Future (2013)Understanding Attitudes and Predicting Social Behavior (1980)A social-cognitive approach to motivation and personality. (1988)Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011)PISA 2012 Assessment and Analytical Framework (2013)The Challenges of Defining and Measuring Student Engagement in Science (2015)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)National Science Education Standards (1995)Handbook of Research on Learning and Instruction (2011)Global Patterns in Students’ Views of Science and Interest in Science (2014)A Ladder Of Citizen Participation (1969)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Establishing the norms of scientific argumentation in classrooms (2000)Beyond STS: A research-based framework for socioscientific issues education (2005)Paradigms Lost and Pragmatism Regained (2007)Boundary Crossing and Boundary Objects (2011)Developing a framework for responsible innovation (2013)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)Doing qualitative field research in management accounting: Positioning data to contribute to theory (2006)Managing Identity: Identity Work, Personal Predicaments and Structural Circumstances (2007)Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay (1984)Technology Brokering and Innovation in a Product Development Firm (1997)Intersectionality as buzzword (2008)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)The Reification of Absorptive Capacity: A Critical Review and Rejuvenation of the Construct (2006)Academic engagement and commercialisation: A review of the literature on university–industry relations (2012)A Rhetorical Theory of Diffusion (2004)
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References

  • 1974The Sociology of Science: Theoretical and Empirical Investigations4,030 cited
  • 1995Handbook of Science and Technology Studies2,411 cited
  • 1973The sociology of science1,643 cited
  • 1981Philosophy and the Mirror of Nature.1,054 cited
  • 1998The nature of science in science education : rationales and strategies893 cited
  • 1980Philosophy and the Mirror of Nature866 cited
  • 1995STS education: international perspectives on reform512 cited
  • 2005The Nature of Science in International Science Education Standards Documents424 cited
  • 1997Whose nature of science?327 cited
  • 1998Teaching and learning science:towards a personalized approach282 cited
  • 2000Exploring a process view of students' knowledge about the nature of science177 cited
  • 1962The Nature of Science160 cited
  • 1998Constructivism in Science Education129 cited
  • 1974Science for the People: The Origins of the School Science Curriculum in England98 cited
  • 1996The ‘nature of science’ as a curriculum component83 cited
  • 1996International Perspectives on Educational Reform and Policy Implementation

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  • 2003Attitudes towards science: A review of the literature and its implications3,451 cited
  • 2003What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community1,201 cited