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On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments
16 references·5 citing·36 second hop
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References

  • 1987Women, Fire, and Dangerous Things12,688 cited
  • 1988Women, Fire, and Dangerous Things: What Categories Reveal about the Mind7,367 cited
  • 2008Qualitative Content Analysis6,108 cited
  • 1999Philosophy in the flesh1,982 cited
  • 1998International Handbook of Science Education1,481 cited
  • 2003Conceptual change: A powerful framework for improving science teaching and learning1,241 cited
  • 1990Emotion Concepts523 cited
  • 1998Learning in Science — From Behaviourism Towards Social Constructivism and Beyond425 cited
  • 1979European journal of science education384 cited
  • 1996Improving Teaching and Learning in Science and Mathematics.332 cited
  • 2000Genes, chromosomes, cell division and inheritance - do students see any relationship?310 cited
  • 1998From conceptual development to science education: a psychological point of view259 cited
  • 1985Learning in science234 cited
  • 2000Students' cellular and molecular explanations of genetic phenomena221 cited
  • 2001Improving conceptual change concerning photosynthesis through text design136 cited
  • 2002Coping with the abstract and complex nature of genetics in biology education : The yo-yo learning and teaching strategy

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129 cited

Cited by

  • 2013Understanding the Greenhouse Effect by Embodiment – Analysing and Using Students' and Scientists' Conceptual Resources69 cited
  • 2015Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching67 cited
  • 2018Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal51 cited
  • 2018Schülervorstellungen und Conceptual Change50 cited
  • 2010Situated naïve physics: Task constraints decide what children know about density.30 cited