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Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light
16 references·1 citing·34 second hop
Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light (2005)Learning and teaching science as inquiry:…The National Science Education Standards (2013)The National Science Educatio…Inquiry and the National Science Education Standards (2000)Inquiry and the National Scie…Establishing the norms of scientific argumentation in classrooms (2000)Establishing the norms of sci…Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design (1999)Addressing the Challenges of …Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Interactive-engagement versus…National Science Education Standards (1996)National Science Education St…National Science Education Standards (1995)National Science Education St…Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Misconceptions Reconceived: A…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Toward an epistemology of physics (1993)Toward an epistemology of phy…Science as argument: Implications for teaching and learning scientific thinking (1993)Science as argument: Implicat…Learning by Collaborating: Convergent Conceptual Change (1992)Learning by Collaborating: Co…Talking science: language, learning, and values (1991)Talking science: language, le…Children's ideas in science (1985)Children's ideas in scienceDirections in Sociolinguistics: The Ethnography of Communication (1973)Directions in Sociolinguistic…THE ETHNOGRAPHY OF SPEAKING (1962)THE ETHNOGRAPHY OF SPEAKINGStudent-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications (2011)Student-Generated Scientific …The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992)Peer Instruction: Ten years of experience and results (2001)Does Active Learning Work? A Review of the Research (2004)Active learning increases student performance in science, engineering, and mathematics (2014)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)The consequences of modernity (1990)Enhancing the quality of argumentation in school science (2004)Informal reasoning regarding socioscientific issues: A critical review of research (2004)TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)Judgment under Uncertainty: Heuristics and Biases (1975)The situativity of knowing, learning, and research. (1998)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Distinction: A Social Critique of the Judgement of Taste* (2018)Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform (2000)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Identity and agency in cultural worlds (1999)Indexical order and the dialectics of sociolinguistic life (2003)Language and Social Relations (2006)Mental Models of the Day/Night Cycle (1994)What changes in conceptual change? (1998)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)How literacy in its fundamental sense is central to scientific literacy (2003)The laboratory in science education: Foundations for the twenty‐first century (2003)A conceptual framework for integrated STEM education (2016)
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References

  • 1995National Science Education Standards7,888 cited
  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 1973Directions in Sociolinguistics: The Ethnography of Communication2,968 cited
  • 2013The National Science Education Standards2,877 cited
  • 2000Establishing the norms of scientific argumentation in classrooms2,328 cited
  • 1996National Science Education Standards1,835 cited
  • 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,703 cited
  • 1985Children's ideas in science1,538 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 1962THE ETHNOGRAPHY OF SPEAKING1,262 cited
  • 1992Learning by Collaborating: Convergent Conceptual Change1,015 cited
  • 2000Inquiry and the National Science Education Standards980 cited
  • 1993Science as argument: Implications for teaching and learning scientific thinking918 cited
  • 1999

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Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design
875 cited

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  • 2011Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications57 cited