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Learning goals in an exemplary science teacher's practice: Cognitive and social factors in teaching for conceptual change
16 references·5 citing·38 second hop
Learning goals in an exemplary science teacher's practice: Cognitive and social factors in teaching for conceptual change (1999)Learning goals in an exemplary science te…The National Science Education Standards (2013)The National Science Educatio…The Practice of Constructivism in Science Education (2012)The Practice of Constructivis…Constructing scientific knowledge in the classroom (2010)Constructing scientific knowl…International Handbook of Science Education (1998)International Handbook of Sci…National Science Education Standards (1995)National Science Education St…Realism, Deweyan Pragmatism, and Educational Research (1994)Realism, Deweyan Pragmatism, …Constructing Scientific Knowledge in the Classroom (1994)Constructing Scientific Knowl…The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)The Role of Anomalous Data in…Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Beyond Cold Conceptual Change…Science for all Americans (1990)Science for all AmericansThe conditions of conceptual change in the classroom (1989)The conditions of conceptual …Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…The role of conceptual conflict in conceptual change and the design of science instruction (1984)The role of conceptual confli…Learning science: A generative process (1983)Learning science: A generativ…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…A Conceptual Change Approach to Learning Science (1981)A Conceptual Change Approach …Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience (2010)Teaching for Transformative E…Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers (2008)Using the learning cycle as a…Describing teachers' conceptual ecologies for the nature of science (2006)Describing teachers' conceptu…Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation (2004)Using research on teachers' t…Theory building and modeling in a sinking and floating unit: a case study of third and fourth grade students' developing epistemologies of science (2004)Theory building and modeling …THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Development of Achievement Motivation (2007)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009)Actual Minds, Possible Worlds (1986)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Supporting and Promoting Argumentation Discourse in Science Education (2002)Where's the evidence that active learning works? (2006)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Video Games Have to Teach Us about Learning and Literacy (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)The Structure of Scientific Revolutions (1963)A social-cognitive approach to motivation and personality. (1988)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Conceptual Change in Childhood (1985)Actual Minds, Possible Worlds. (1986)Laboratory Life: The Social Construction of Scientific Facts (1986)A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Benchmarks for Science Literacy (2013)A conceptual framework for integrated STEM education (2016)Articulating communities: Sociocultural perspectives on science education (2001)Conceptual change: A powerful framework for improving science teaching and learning (2003)Project-Based Learning (2014)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)How literacy in its fundamental sense is central to scientific literacy (2003)The laboratory in science education: Foundations for the twenty‐first century (2003)
this work references cited by second hop

References

  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1995National Science Education Standards7,888 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 2013The National Science Education Standards2,877 cited
  • 1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change2,215 cited
  • 1994Constructing Scientific Knowledge in the Classroom1,916 cited
  • 1990Science for all Americans1,840 cited
  • 1998International Handbook of Science Education1,481 cited
  • 1993The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction1,392 cited
  • 2010Constructing scientific knowledge in the classroom1,208 cited
  • 2012The Practice of Constructivism in Science Education798 cited
  • 1983Learning science: A generative process697 cited
  • 1981A Conceptual Change Approach to Learning Science442 cited
  • 1984The role of conceptual conflict in conceptual change and the design of science instruction424 cited
  • 1994Realism, Deweyan Pragmatism, and Educational Research363 cited

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  • 1989The conditions of conceptual change in the classroom314 cited
  • Cited by

    • 2006Describing teachers' conceptual ecologies for the nature of science63 cited
    • 2004Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation62 cited
    • 2004Theory building and modeling in a sinking and floating unit: a case study of third and fourth grade students' developing epistemologies of science59 cited
    • 2010Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience57 cited
    • 2008Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers55 cited