Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science InstructionMichael P. Clough2006-02-01articleScience & Education455 citationsclosedNo readable copy stored yet — this record is metadata only.Science Education and PedagogyEvolution and Science EducationScience Education and PerceptionsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 455 citations exist upstream.References1978Mind in Society: The Development of Higher Psychological Processes1962Thought and language1995National Science Education Standards1982Accommodation of a scientific conception: Toward a theory of conceptual change1987Science in Action2021The educational researcher1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change1992Students' and teachers' conceptions of the nature of science: A review of the researchCited by2011Students' views of the nature of science: A critical review of research2010Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles2008From the horse's mouth: What scientists say about scientific investigation and scientific knowledge2007Seeking historical examples to illustrate key aspects of the nature of science2014Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice2016The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science2009Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice2018What is engineering? Elaborating the nature of engineering for K‐12 education