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Students’ Views About Secondary School Science Lessons: The Role of Practical Work
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Students’ Views About Secondary School Science Lessons: The Role of Practical Work (2011)Students’ Views About Secondary School Sc…Asia-Pacific Forum on Science Learning and Teaching (2018)Asia-Pacific Forum on Science…The Discovery of Grounded Theory (2017)The Discovery of Grounded The…Hands-on Activities and Their Influence on Students’ Interest (2009)Hands-on Activities and Their…Science education in Europe: Critical reflections : a report to the Nuffield Foundation (2008)Science education in Europe: …Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science (2008)Does Practical Work Really Wo…Different Countries, Same Science Classes: Students’ experiences of school science in their own words (2006)Different Countries, Same Sci…Important but not for me: students’ attitudes towards secondary school science in England (2005)Important but not for me: stu…Learning Styles and Pedagogy in post-16 learning: a systematic and critical review (2004)Learning Styles and Pedagogy …Pupils' views of the role and value of the science curriculum: A focus-group study (2001)Pupils' views of the role and…Why is science difficult to learn? Things are seldom what they seem (1991)Why is science difficult to l…Students' transition from an engineering model to a science model of experimentation (1991)Students' transition from an …A Critical Look at Practical Work in School Science. (1990)A Critical Look at Practical …‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge (1989)‘An experiment is when you tr…Development and Dilemmas in Science Education. (1988)Development and Dilemmas in S…Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Social Foundations of Thought…Frames of Mind: The Theory of Multiple Intelligences (1984)Frames of Mind: The Theory of…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Experiential Learning : Experience as the Source of Learning and Development (1983)Situated Learning: Legitimate Peripheral Participation. (1994)DeFT: A conceptual framework for considering learning with multiple representations (2006)Learning Styles (2008)Three generations of distance education pedagogy (2011)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Ethnography: Principles and Practice (1983)Research Methods in Education (2007)Practical work: Its effectiveness in primary and secondary schools in England (2012)The 21st century challenge for science education: Assessing scientific reasoning (2013)The promise and the promises of Making in science education (2017)The Process of Education (1960)Understanding Attitudes and Predicting Social Behavior (1980)Handbook of Qualitative Research. (1995)Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning (2006)The Meaning of Scientific Literacy. (2009)Science Aspirations, Capital, and Family Habitus (2012)Naturalistic inquiry (1985)Self-Efficacy: The Exercise of Control (1999)Re-Imagining Science Education: Engaging Students in Science for Australia's Future (2007)The meaning of ‘relevance’ in science education and its implications for the science curriculum (2013)Digest of Education Statistics (2014)Children's ideas in science (1985)Chemical Education: Towards Research-based Practice (2003)Multiple Representations in Chemical Education (2009)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Experience and Education (1986)Talking science: language, learning, and values (1991)Attitudes towards science: A review of the literature and its implications (2003)Argument to Foster Scientific Literacy (2010)Salvaging science literacy (2010)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)Qualitative Analysis for Social Scientists (1987)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Narrative configuration in qualitative analysis (1995)Development and validation of a measure of emotional intelligence (1998)Individual differences in reasoning: Implications for the rationality debate? (2000)The theory of planned behavior (1991)A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)User Acceptance of Information Technology: Toward A Unified View1 (2003)The Nature of Science Education for Enhancing Scientific Literacy (2007)
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References

  • 2017The Discovery of Grounded Theory25,772 cited
  • 1985Social Foundations of Thought and Action : A Social Cognitive Theory19,175 cited
  • 1984Frames of Mind: The Theory of Multiple Intelligences13,636 cited
  • 2004Learning Styles and Pedagogy in post-16 learning: a systematic and critical review1,810 cited
  • 1991Why is science difficult to learn? Things are seldom what they seem1,317 cited
  • 2008Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science734 cited
  • 2008Science education in Europe: Critical reflections : a report to the Nuffield Foundation602 cited
  • 2018Asia-Pacific Forum on Science Learning and Teaching600 cited
  • 2001Pupils' views of the role and value of the science curriculum: A focus-group study585 cited
  • 2006Different Countries, Same Science Classes: Students’ experiences of school science in their own words498 cited
  • 1989‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge425 cited
  • 1988Development and Dilemmas in Science Education.375 cited
  • 1991Students' transition from an engineering model to a science model of experimentation370 cited
  • 2005Important but not for me: students’ attitudes towards secondary school science in England

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357 cited
  • 1990A Critical Look at Practical Work in School Science.347 cited
  • 2009Hands-on Activities and Their Influence on Students’ Interest341 cited
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