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Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
16 references·3 citing·45 second hop
Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students (2012)Disciplinary authenticity: Enriching the …Reinventing college physics for biologists: Explicating an epistemological curriculum (2009)Reinventing college physics f…New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006)New instrument for measuring …Creating contextually authentic science in a “low‐performing” urban elementary school (2006)Creating contextually authent…Chapter 1: Redefining Disciplinary Learning in Classroom Contexts (2006)Chapter 1: Redefining Discipl…The impact of epistemology on learning: A case study from introductory physics (2005)The impact of epistemology on…What Makes Biology Unique? (2004)What Makes Biology Unique?The value of an emergent notion of authenticity: Examples from two student/teacher–scientist partnership programs (2003)The value of an emergent noti…Making authentic science accessible to students (2003)Making authentic science acce…Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom (2002)Guiding Principles for Foster…Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Epistemologically authentic i…“Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry (2002)“Mapping to know”: The effect…Changing practice by changing practice: Toward more authentic science and science curriculum development (1999)Changing practice by changing…Student expectations in introductory physics (1998)Student expectations in intro…Authentic School Science (1995)Authentic School ScienceEpistemological Beliefs in Introductory Physics (1994)Epistemological Beliefs in In…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Oersted Lecture 2013: How should we think about how our students think? (2014)Oersted Lecture 2013: How sho…Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity (2013)Learning Each Other's Ropes: …Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences (2013)Competency-Based Reforms of t…Forms of Intellectual and Ethical Development in the College Years; A Scheme (1970)Expert and Novice Performance in Solving Physics Problems (1980)Categorization and Representation of Physics Problems by Experts and Novices* (1981)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry (2004)Understanding students' practical epistemologies and their influence on learning through inquiry (2005)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning (1991)Communities of Practice (1998)The Strategies of Modeling in Biology Education (2011)Understanding the codevelopment of modeling practice and ecological knowledge (2012)Coming to terms: Addressing the persistence of “hands‐on” and other reform terminology in the era of science as practice (2018)National Council of Teachers of Mathematics (1979)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)An Introduction to Discourse Analysis: Theory and Method (1999)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Making sense of argumentation and explanation (2008)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)The Structure of Scientific Revolutions (1963)Situated Learning: Legitimate Peripheral Participation. (1994)Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science (2007)From the horse's mouth: What scientists say about scientific investigation and scientific knowledge (2008)Developing a Conceptual Model of STEAM Teaching Practices (2017)Factor Analysis: Statistical Methods and Practical Issues (1978)Introduction to Classical and Modern Test Theory (1986)How people learn (2000)Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking (2010)Teaching and physics education research: bridging the gap (2014)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)National Science Education Standards (1995)Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations (2008)Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching (2012)Meta-Analysis of Inquiry-Based Learning (2016)Mental Models (1983)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Student resources for learning introductory physics (2000)Synthesis of discipline-based education research in physics (2014)Models in explanations, Part 1: Horses for courses? (1998)Undergraduate science students' images of science (1999)Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching (2004)Psychological Construction: The Darwinian Approach to the Science of Emotion (2013)Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods (2014)Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2016)
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References

  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 2002Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks1,308 cited
  • 2002Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom1,164 cited
  • 2006New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey695 cited
  • 1998Student expectations in introductory physics689 cited
  • 1994Epistemological Beliefs in Introductory Physics525 cited
  • 2004What Makes Biology Unique?486 cited
  • 1995Authentic School Science341 cited
  • 2006Chapter 1: Redefining Disciplinary Learning in Classroom Contexts320 cited
  • 2003Making authentic science accessible to students270 cited
  • 2002“Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry202 cited
  • 1999Changing practice by changing practice: Toward more authentic science and science curriculum development188 cited
  • 2005The impact of epistemology on learning: A case study from introductory physics175 cited
  • 2009Reinventing college physics for biologists: Explicating an epistemological curriculum171 cited

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  • 2006Creating contextually authentic science in a “low‐performing” urban elementary school157 cited
  • 2003The value of an emergent notion of authenticity: Examples from two student/teacher–scientist partnership programs115 cited
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    • 2013Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity58 cited
    • 2013Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences51 cited
    • 2014Oersted Lecture 2013: How should we think about how our students think?47 cited