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Selection of Authentic Modelling Practices as Contexts for Chemistry Education
16 references·2 citing·36 second hop
Selection of Authentic Modelling Practices as Contexts for Chemistry Education (2008)Selection of Authentic Modelling Practice…Learning by Expanding (2014)Learning by ExpandingOn the Nature of “Context” in Chemical Education (2006)On the Nature of “Context” in…Chemical Education: Towards Research-based Practice (2003)Chemical Education: Towards R…Students' understanding of the role of scientific models in learning science (2002)Students' understanding of th…Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002)Modelling, teachers' views on…Pupils' views of the role and value of the science curriculum: A focus-group study (2001)Pupils' views of the role and…Developing Models in Science Education (2000)Developing Models in Science …A typology of school science models (2000)A typology of school science …Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)Secondary students' mental mo…Semi-Structured Interviewing and Qualitative Analysis (1995)Semi-Structured Interviewing …Rethinking Methods in Psychology (1995)Rethinking Methods in Psychol…Understanding models and their use in science: Conceptions of middle and high school students and experts (1991)Understanding models and thei…Children and adults as intuitive scientists. (1989)Children and adults as intuit…Explaining Science (1988)Explaining ScienceMind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Activity, consciousness, and personality (1978)Activity, consciousness, and …An Activity‐Based Instructional Framework for Transforming Authentic Modeling Practices into Meaningful Contexts for Learning in Science Education (2016)An Activity‐Based Instruction…Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks (2009)Structure–Property Relations …The Ecology of Human Development (1979)The Reflective Practitioner: How Professionals Think in Action (1985)Knowledge, Knowledge Work and Organizations: An Overview and Interpretation (1995)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Boundary Crossing and Boundary Objects (2011)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Learning: Legitimate Peripheral Participation. (1994)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Rethinking chemistry: a learning progression on chemical thinking (2013)The growth of logical thinking: From childhood to adolescence. (1958)Thought and language (1962)The Structure of Scientific Revolutions (1963)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Metacognitive theories (1995)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)The roles of the formal and informal sectors in the provision of effective science education (2010)SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION—A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA (2011)The meaning of ‘relevance’ in science education and its implications for the science curriculum (2013)Forms of intellectual and ethical development in the college years. (1970)Cognitive Structure and Conceptual Change (1985)Developing theories of mind (1989)Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design (1999)Conceptual change: A powerful framework for improving science teaching and learning (2003)Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009)Discourse Analysis as Theory and Method (2002)The power of music: Its impact on the intellectual, social and personal development of children and young people (2010)Exploring customer brand engagement: definition and themes (2011)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Students' and teachers' conceptions of the nature of science: A review of the research (1992)Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Beyond the divide between cognition and discourse: Using interpretative phenomenological analysis in health psychology (1996)Dilemmas in qualitative health research (2000)Problem-Based Learning: What and How Do Students Learn? (2004)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2014Learning by Expanding5,371 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 1995Rethinking Methods in Psychology1,983 cited
  • 1988Explaining Science1,836 cited
  • 1995Semi-Structured Interviewing and Qualitative Analysis1,366 cited
  • 2006On the Nature of “Context” in Chemical Education838 cited
  • 1989Children and adults as intuitive scientists.777 cited
  • 1991Understanding models and their use in science: Conceptions of middle and high school students and experts700 cited
  • 2003Chemical Education: Towards Research-based Practice587 cited
  • 2001Pupils' views of the role and value of the science curriculum: A focus-group study585 cited
  • 2000A typology of school science models569 cited
  • 2000Developing Models in Science Education508 cited
  • 2002Modelling, teachers' views on the nature of modelling, and implications for the education of modellers467 cited
  • 1996Secondary students' mental models of atoms and molecules: Implications for teaching chemistry439 cited
  • 2002

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Students' understanding of the role of scientific models in learning science
439 cited

Cited by

  • 2016An Activity‐Based Instructional Framework for Transforming Authentic Modeling Practices into Meaningful Contexts for Learning in Science Education45 cited
  • 2009Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks44 cited