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Analysing cognitive or non‐cognitive factors involved in the process of physics problem‐solving in an everyday context
7 references·1 citing·33 second hop
Analysing cognitive or non‐cognitive factors involved in the process of physics problem‐solving in an everyday context (2004)Analysing cognitive or non‐cognitive fact…Students' reasoning about chemical reactions: what changes occur during a context-based post-16 chemistry course? (1999)Students' reasoning about che…Real-life contexts for learning physics: meanings, issues and practice (1999)Real-life contexts for learni…How does a context‐based approach influence understanding of key chemical ideas at 16+? (1997)How does a context‐based appr…Improving science education (1996)Improving science educationTeaching with analogies: A case study in grade‐10 optics (1993)Teaching with analogies: A ca…If It's Enjoyable, Is It Science?. (1992)If It's Enjoyable, Is It Scie…Cognition in scientific and everyday domains: Comparison and learning implications (1991)Cognition in scientific and e…Conceptions of students about renewable energy sources: a need to teach based on contextual approaches (2010)Conceptions of students about…Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning (1993)Motivation and Personality (1997)A review and critique of context-based physics instruction and assessment (2008)Doing phenomenology in science education: a research review (2008)Children's ideas in science (1985)Development and Dilemmas in Science Education. (1988)Pupils' Conceptions of Matter and its Transformations (age 12-16) (1990)Children's understanding of substances, Part 2: Explaining chemical change (2002)High-school chemistry teaching through environmentally oriented curricula (2012)Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach (2015)Cognition and Categorization (1979)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Formative and Summative Assessment by Teachers (1993)“Developmental research” as a way to an empirically based “didactical structure” of science (1995)Principles of Categorization (2002)Modeling Theory in Science Education (2006)Placing Physics Problems in Real-Life Context: Students' Reactions and Performance. (1996)Renewable energy education for sustainable development (2001)Fourth-Generation Evaluation (1988)Qualitative evaluation and research methods (1990)Review of studies on the effectiveness of instructional analogies in science education (1995)Learning from analogy-enhanced science text (1998)Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science (2012)Fourth Generation Evaluation (2014)Science Process Skills: their nature and interrelationships (1995)Facilitating teachers' professional growth through their involvement in creating context-based materials in science (2002)Academic Success in Context-Based Chemistry: Demonstrating fluid transitions between concepts and context (2013)Context-based and Conventional Approaches to Teaching Chemistry: Comparing teachers' views (2005)Context-Based Approaches to the Teaching of Chemistry: What are They and What Are Their Effects? (2006)Learning Science Through Real-World Contexts (2011)Introducing quantum mechanics in the upper secondary school: A study in Norway (2002)Assessing science understanding through concept maps (2005)Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers (2007)
this work references cited by second hop

References

  • 1991Cognition in scientific and everyday domains: Comparison and learning implications230 cited
  • 1993Teaching with analogies: A case study in grade‐10 optics216 cited
  • 1999Real-life contexts for learning physics: meanings, issues and practice163 cited
  • 1996Improving science education130 cited
  • 1999Students' reasoning about chemical reactions: what changes occur during a context-based post-16 chemistry course?118 cited
  • 1997How does a context‐based approach influence understanding of key chemical ideas at 16+?111 cited
  • 1992If It's Enjoyable, Is It Science?.78 cited

Cited by

  • 2010Conceptions of students about renewable energy sources: a need to teach based on contextual approaches54 cited

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