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An Integrated Knowledge Framework to Characterize and Scaffold Size and Scale Cognition (FS2C)
16 references·0 citing·41 second hop
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References

  • 2008Taking science to school: learning and teaching science in grades K-82,480 cited
  • 1959The Growth of Logical Thinking597 cited
  • 2025Number Concepts and Operations in the Middle Grades595 cited
  • 2006FOCUS ARTICLE: Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory407 cited
  • 2009Learning Progressions in Science: An Evidence-based Approach to Reform362 cited
  • 2009Learning progressions: Aligning curriculum, instruction, and assessment316 cited
  • 1990The Psychology of Learning Science306 cited
  • 2009Developing a hypothetical multi‐dimensional learning progression for the nature of matter265 cited
  • 2012The Psychology of Learning Science258 cited
  • 2009A learning progression for deepening students' understandings of modern genetics across the 5th–10th grades251 cited
  • 2006Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena153 cited
  • 2005Middle school students' beliefs about matter147 cited
  • 2009Learning Progressions in Science: An Evidence-Based Approach to Reform85 cited
  • 1966Scaling theory and the nature of measurement73 cited
  • 2012

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Developing Students' Understanding of Chemical Concepts
68 cited
  • 2006Understanding Scale: Powers of Ten59 cited
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