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Relationships between everyday knowledge and scientific knowledge: understanding how matter changes
11 references·1 citing·42 second hop
Relationships between everyday knowledge and scientific knowledge: understanding how matter changes (2004)Relationships between everyday knowledge …Learning Science in the Schools (2012)Learning Science in the Schoo…Naive Physics Reasoning: A Commitment to Substance-Based Conceptions (2000)Naive Physics Reasoning: A Co…New Perspectives on Conceptual Change (1999)New Perspectives on Conceptua…Conceptual Change Approaches in Science Education (1999)Conceptual Change Approaches …Multivoicedness and univocality in classroom discourse: an example from theory of matter (1998)Multivoicedness and univocali…Developing An Intuitive Understanding of Substance Kinds (1994)Developing An Intuitive Under…Beyond Modularity (1992)Beyond ModularityPupils' Conceptions of Matter and its Transformations (age 12-16) (1990)Pupils' Conceptions of Matter…Pupils' explanations of some aspects of chemical reactions (1986)Pupils' explanations of some …Children's ideas in science (1985)Children's ideas in scienceAccommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Effects of Worksheets Base the Levels of Inquiry in Improving Critical and Creative Thinking (2020)Effects of Worksheets Base th…Spontaneous Reasoning in Elementary Dynamics (1979)Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science (1983)Research on conceptual understanding in mechanics (1984)A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter (1991)Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules (1992)Multiple Representations in Chemical Education (2009)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Self-Efficacy Beliefs in Academic Settings (1996)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Body in the Mind (1987)Women, Fire, and Dangerous Things (1987)Women, Fire, and Dangerous Things: What Categories Reveal about the Mind (1988)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift (2009)Handbook of Self-Regulation of Learning and Performance (2017)Conceptual Change in Childhood (1985)Learning in science : the implications of children's science (1985)Constructing Scientific Knowledge in the Classroom (1994)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)Exploring visuospatial thinking in chemistry learning (2004)Mind in Society: The Development of Higher Psychological Processes (1978)Talking science: language, learning, and values (1991)Voices of the Mind: A Sociocultural Approach to Mediated Action (1991)Classroom Interaction in Science: Teacher questioning and feedback to students’ responses (2006)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Teacher questioning in science classrooms: Approaches that stimulate productive thinking (2007)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)Conceptual change: A powerful framework for improving science teaching and learning (2003)Teaching–learning sequences: aims and tools for science education research (2004)Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge (2007)Metacognitive theories (1995)Statistical learning of tone sequences by human infants and adults (1999)Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding (2007)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Attitudes towards science: A review of the literature and its implications (2003)Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry (2004)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005)
this work references cited by second hop

References

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,394 cited
  • 1992Beyond Modularity2,078 cited
  • 1985Children's ideas in science1,540 cited
  • 1999New Perspectives on Conceptual Change400 cited
  • 2000Naive Physics Reasoning: A Commitment to Substance-Based Conceptions355 cited
  • 1990Pupils' Conceptions of Matter and its Transformations (age 12-16)354 cited
  • 2012Learning Science in the Schools208 cited
  • 1986Pupils' explanations of some aspects of chemical reactions184 cited
  • 1999Conceptual Change Approaches in Science Education157 cited
  • 1998Multivoicedness and univocality in classroom discourse: an example from theory of matter118 cited
  • 1994Developing An Intuitive Understanding of Substance Kinds59 cited

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  • 2020Effects of Worksheets Base the Levels of Inquiry in Improving Critical and Creative Thinking51 cited

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