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Upper Secondary Students’ Understanding of the Use of Multiple Models in Biology Textbooks—The Importance of Conceptual Variation and Incommensurability
16 references·0 citing·34 second hop
Upper Secondary Students’ Understanding of the Use of Multiple Models in Biology Textbooks—The Importance of Conceptual Variation and Incommensurability (2012)Upper Secondary Students’ Understanding o…Handbook of Research on Science Education (2023)Handbook of Research on Scien…Nature of Science: Past, Present, and Future (2013)Nature of Science: Past, Pres…Handbook of Research on Science Education (2013)Handbook of Research on Scien…A typology of school science models (2000)A typology of school science …InterViews: An introduction to qualitative research interviewing (1997)InterViews: An introduction t…Young People's Images of Science (1996)Young People's Images of Scie…Young people's images of science (1996)Young people's images of scie…The Cognitive Structure of Scientific Theories (1994)The Cognitive Structure of Sc…Science teaching : the role of history and philosophy of science (1994)Science teaching : the role o…Cognitive Models of Science (1993)Cognitive Models of ScienceUnderstanding models and their use in science: Conceptions of middle and high school students and experts (1991)Understanding models and thei…Science for all Americans (1990)Science for all AmericansExplaining Science (1988)Explaining ScienceProblems of Reliability and Validity in Ethnographic Research (1982)Problems of Reliability and V…The Principles of Scientific Thinking (1970)The Principles of Scientific …Boston Studies in the Philosophy of Science (1969)Boston Studies in the Philoso…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)The Good, the Bad, and the Ugly: The Many Faces of Constructivism (1995)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)Experimental and Quasi-Experimental Designs for Research (1963)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum (1999)Getting the Focus and the Group: Enhancing Analytical Rigor in Focus Group Research (2000)Rigor or Reliability and Validity in Qualitative Research: Perspectives, Strategies, Reconceptualization, and Recommendations (2017)The Structure of Scientific Revolutions (1963)Knowledge and Teaching:Foundations of the New Reform (1987)National Science Education Standards (1995)Changing the Focus: From Nature of Science (NOS) to Features of Science (FOS) (2011)The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1 (2012)Teaching Scientific Practices: Meeting the Challenge of Change (2014)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)?Doing the lesson? or ?doing science?: Argument in high school genetics (2000)Supporting and Promoting Argumentation Discourse in Science Education (2002)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A Matter of Individuality (1978)The psychology of curiosity: A review and reinterpretation. (1994)Peirce's Theory of Signs (2007)Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science (2002)Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry (2004)Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations (2008)“Outing” the Researcher: The Provenance, Process, and Practice of Reflexivity (2002)The qualitative interview in IS research: Examining the craft (2007)Yarning About Yarning as a Legitimate Method in Indigenous Research (2010)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)
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References

  • 1997InterViews: An introduction to qualitative research interviewing7,238 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 1990Science for all Americans1,840 cited
  • 1988Explaining Science1,820 cited
  • 1982Problems of Reliability and Validity in Ethnographic Research1,739 cited
  • 1994Science teaching : the role of history and philosophy of science1,382 cited
  • 1996Young people's images of science1,123 cited
  • 2013Nature of Science: Past, Present, and Future994 cited
  • 1996Young People's Images of Science915 cited
  • 1969Boston Studies in the Philosophy of Science863 cited
  • 1991Understanding models and their use in science: Conceptions of middle and high school students and experts697 cited
  • 1970The Principles of Scientific Thinking634 cited
  • 2000A typology of school science models561 cited
  • 2023Handbook of Research on Science Education552 cited
  • 1994The Cognitive Structure of Scientific Theories496 cited
  • 1993Cognitive Models of Science446 cited

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