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Straw Men and False Dichotomies: Overcoming Philosophical Confusion in Chemical Education
16 references·2 citing·39 second hop
Straw Men and False Dichotomies: Overcoming Philosophical Confusion in Chemical Education (2010)Straw Men and False Dichotomies: Overcomi…Concepts, misconceptions and alternative conceptions: changing perspectives in science education (2013)Concepts, misconceptions and …Pragmatism and Educational Research (2004)Pragmatism and Educational Re…TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL? (2000)TEACHING OF CHEMISTRY - LOGIC…A typology of school science models (2000)A typology of school science …Young People's Images of Science (1996)Young People's Images of Scie…Science teaching : the role of history and philosophy of science (1994)Science teaching : the role o…Why is science difficult to learn? Things are seldom what they seem (1991)Why is science difficult to l…Understanding models and their use in science: Conceptions of middle and high school students and experts (1991)Understanding models and thei…Science and Values: The Aims of Science and Their Role in Scientific Debate (1987)Science and Values: The Aims …Constructivism: A theory of knowledge (1986)Constructivism: A theory of k…Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science (1983)Theories-in-Action: Some Theo…Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education (1983)Concepts, Misconceptions and …Children's science and its consequences for teaching (1982)Children's science and its co…Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students (1978)Pupils and Paradigms: a Revie…Conjectures and Refutations: The Growth of Scientific Knowledge. (1964)Conjectures and Refutations: …The Process of Education (1960)The Process of EducationThe characterization of cognitive processes involved in chemical kinetics using a blended processing framework (2018)The characterization of cogni…Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education (2013)Revisiting the chemistry trip…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)A study of children's understanding of electricity in simple DC circuits (1984)A guide to introductory physics teaching (1990)The Good, the Bad, and the Ugly: The Many Faces of Constructivism (1995)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)The growth of logical thinking: From childhood to adolescence. (1958)Educational Psychology: A Cognitive View (1968)Educational Psychology: A Cognitive View (1969)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)The Structure of Scientific Revolutions (1963)Learning How to Learn (1984)&RQVWUXFWLYLVP,QVWUXFWLRQDO'HVLJQDQG7HFKQRORJ\,PSOLFDWLRQVIRU 7UDQVIRUPLQJ'LVWDQFH/HDUQLQJ (2000)Should Science be Taught in Early Childhood? (2005)Feedback research revisited. (2013)Forms of intellectual and ethical development in the college years. (1970)Cognitive Structure and Conceptual Change (1985)Developing theories of mind (1989)Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design (1999)Conceptual change: A powerful framework for improving science teaching and learning (2003)Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009)Learning as a generative process 1 (1974)An assessment of children's concepts of the earth utilizing structured interviews (1976)Development and use of diagnostic tests to evaluate students’ misconceptions in science (1988)The Role of the Laboratory in Science Teaching: Neglected Aspects of Research (1982)Children's ideas in science (1985)Chemical Education: Towards Research-based Practice (2003)Self-Concept: Validation of Construct Interpretations (1976)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Adding It Up: Helping Children Learn Mathematics (2013)Multiple Representations in Chemical Education (2009)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Establishing the norms of scientific argumentation in classrooms (2000)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Design and natural science research on information technology (1995)Income inequality and health: A causal review (2014)Critical Analysis of Strategies for Determining Rigor in Qualitative Inquiry (2015)
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References

  • 1960The Process of Education6,094 cited
  • 1964Conjectures and Refutations: The Growth of Scientific Knowledge.4,230 cited
  • 1991Why is science difficult to learn? Things are seldom what they seem1,474 cited
  • 1994Science teaching : the role of history and philosophy of science1,382 cited
  • 1978Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students1,075 cited
  • 1986Constructivism: A theory of knowledge1,028 cited
  • 1996Young People's Images of Science915 cited
  • 1991Understanding models and their use in science: Conceptions of middle and high school students and experts700 cited
  • 2000TEACHING OF CHEMISTRY - LOGICAL OR PSYCHOLOGICAL?650 cited
  • 1982Children's science and its consequences for teaching581 cited
  • 2000A typology of school science models569 cited
  • 1983Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education567 cited
  • 1987Science and Values: The Aims of Science and Their Role in Scientific Debate560 cited
  • 1983Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science545 cited
  • 2004Pragmatism and Educational Research

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497 cited
  • 2013Concepts, misconceptions and alternative conceptions: changing perspectives in science education447 cited
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    • 2013Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education514 cited
    • 2018The characterization of cognitive processes involved in chemical kinetics using a blended processing framework43 cited