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Science textbooks and science teaching: From logic to evidence
8 references·13 citing·49 second hop
Science textbooks and science teaching: From logic to evidence (1992)Science textbooks and science teaching: F…The conditions of conceptual change in the classroom (1989)The conditions of conceptual …History of science and science education (1989)History of science and scienc…Abandoning the scientistic legacy of science education (1988)Abandoning the scientistic le…Beyond Processes (1987)Beyond ProcessesAccommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Thematic Origins of Scientific Thought (1974)Thematic Origins of Scientifi…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)THE STRUCTURE OF SCIENTIFIC R…Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum (2014)Long-Term Self-Regulation of …Technology as ‘Applied Science’ (2005)Technology as ‘Applied Scienc…Instructional Misconceptions in Acid-Base Equilibria: An Analysis from a History and Philosophy of Science Perspective (2005)Instructional Misconceptions …How are the Concepts and Theories of Acid–Base Reactions Presented? Chemistry in Textbooks and as Presented by Teachers (2005)How are the Concepts and Theo…Logical positivism as a tool to analyse the problem of chemistry's lack of relevance in secondary school chemical education (2004)Logical positivism as a tool …How in Spite of the Rhetoric, History of Chemistry has Been Ignored in Presenting Atomic Structure in Textbooks (2002)How in Spite of the Rhetoric,…A rational reconstruction of the origin of the covalent bond and its implications for general chemistry textbooks (2001)A rational reconstruction of …The presentation of metallic bonding in high school science textbooks during three decades: Science educational reforms and substantive changes of tendencies (1999)The presentation of metallic …The constructivist view in science education -- what it has to offer and what should not be expected from it (1996)The constructivist view in sc…Investigations Into the Relationship Between Science and Language Abilities of Students with Mild Disabilities (1994)Investigations Into the Relat…An Investigation of Problem Framing and Solving in a Grade 8 Open-Inquiry Science Program (1994)An Investigation of Problem F…Hermeneutics as an approach to science: Part II (1993)Hermeneutics as an approach t…Hermeneutics as an approach to science: Part I (1993)Hermeneutics as an approach t…The Journal of College Science Teaching (1971)Review of research in education (1973)Knowledge and Social Imagery (1977)The influence of history of science courses on students' views of nature of science (2000)The Role and Character of the Nature of Science in Science Education (2005)Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction (2006)Falsification and the Methodology of Scientific Research Programmes (1970)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Self-Efficacy Beliefs in Academic Settings (1996)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? 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Perspectives on teaching and learning chemistry in Swedish upper secondary schools (1970)Students' and teachers' conceptions of the nature of science: A review of the research (1992)The Nature of Science Education for Enhancing Scientific Literacy (2007)The Meaning of Scientific Literacy. (2009)Imre Lakatos and Musgrave Alan (eds.). Criticism and the growth of knowledge. Cambridge: Cambridge University Press, 1970. 282 pp. np. 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this work references cited by second hop

References

  • 1963The Structure of Scientific Revolutions35,356 cited
  • 1963THE STRUCTURE OF SCIENTIFIC REVOLUTIONS8,544 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,394 cited
  • 1974Thematic Origins of Scientific Thought477 cited
  • 1989The conditions of conceptual change in the classroom314 cited
  • 1987Beyond Processes238 cited
  • 1988Abandoning the scientistic legacy of science education136 cited
  • 1989History of science and science education120 cited

Cited by

  • 1993Hermeneutics as an approach to science: Part II81 cited
  • 2004Logical positivism as a tool to analyse the problem of chemistry's lack of relevance in secondary school chemical education71 cited
  • 2005How are the Concepts and Theories of Acid–Base Reactions Presented? Chemistry in Textbooks and as Presented by Teachers62 cited
  • 2001A rational reconstruction of the origin of the covalent bond and its implications for general chemistry textbooks61 cited
  • 1994An Investigation of Problem Framing and Solving in a Grade 8 Open-Inquiry Science Program60 cited
  • 2005Instructional Misconceptions in Acid-Base Equilibria: An Analysis from a History and Philosophy of Science Perspective59 cited

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1996
The constructivist view in science education -- what it has to offer and what should not be expected from it
58 cited
  • 1994Investigations Into the Relationship Between Science and Language Abilities of Students with Mild Disabilities45 cited
  • 2005Technology as ‘Applied Science’45 cited
  • 2002How in Spite of the Rhetoric, History of Chemistry has Been Ignored in Presenting Atomic Structure in Textbooks43 cited
  • 1999The presentation of metallic bonding in high school science textbooks during three decades: Science educational reforms and substantive changes of tendencies43 cited
  • 2014Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum33 cited
  • 1993Hermeneutics as an approach to science: Part I32 cited