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The influence of an historically oriented course on students’ content knowledge in optics evaluated by means of facets-schemes analysis
9 references·3 citing·48 second hop
The influence of an historically oriented course on students’ content knowledge in optics evaluated by means of facets-schemes analysis (2000)The influence of an historically oriented…Learners' knowledge in optics: interpretation, structure and analysis (2000)Learners' knowledge in optics…Students’ conceptual change in geometrical optics (1996)Students’ conceptual change i…Mechanics background influences students’ conceptions in electromagnetism (1995)Mechanics background influenc…From things to processes: A theory of conceptual change for learning science concepts (1994)From things to processes: A t…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…The effects of prior knowledge and instruction on understanding image formation (1993)The effects of prior knowledg…History of science and science education (1989)History of science and scienc…How Swedish pupils, aged 12‐15 years, understand light and its properties‡ (1983)How Swedish pupils, aged 12‐1…Children's science and its consequences for teaching (1982)Children's science and its co…Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science (2011)Promotion of Cultural Content…The History and Philosophy of Science in Physics Teaching: A Research Synthesis of Didactic Interventions (2009)The History and Philosophy of…Recent advances in classroom physics (2003)Recent advances in classroom …Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Children's ideas in science (1985)Capturing and modeling the process of conceptual change (1994)Reading images in optics: Students' difficulties and teachers' views (2002)Learning hypotheses and an associated tool to design and to analyse teaching–learning sequences (2004)Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics (2008)The Journal of College Science Teaching (1971)Review of research in education (1973)Knowledge and Social Imagery (1977)Contextual settings, science stories, and large context problems: Toward a more humanistic science education (1995)History of Science in Science Education: Development and Validation of a Checklist for Analysing the Historical Content of Science Textbooks (2002)The Renewal of Case Studies in Science Education (2003)Conceptual Change in Childhood (1985)Concepts, Kinds, and Cognitive Development (1989)Eliciting self-explanations improves understanding, (1994)Mental Models of the Day/Night Cycle (1994)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)Students’ preconceptions in introductory mechanics (1982)The kinds of mental representations‐‐models, propositions and images‐‐used by college physics students regarding the concept of field (1997)Upper High School Students’ Understanding of Electromagnetism (2006)Some Student Conceptions of Electromagnetic Induction (2007)The Science of Learning and the Art of Teaching. (2007)The Process of Education (1960)The Feynman Lectures on Physics (1964)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds (2006)Sound Stuff? Naïve materialism in middle‐school students’ conceptions of sound (2006)The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices (2017)Learning as a generative process 1 (1974)Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students (1978)Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education (1983)Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science (1983)Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)The review of educational research. (1931)Problems of Reliability and Validity in Ethnographic Research (1982)TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)The History of the Cooling Law: When the Search for Simplicity can be an Obstacle (2010)Investigating the Relationship between Students’ Views of Scientific Models and Their Development of Models (2015)Understanding Causality (1975)Towards a science of science teaching (1981)Young People's understanding of science concepts: implications of cross-age studies for curriculum planning (1994)Child's Conception of the World (2013)Epistemological considerations in teaching introductory physics (1995)Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications (2001)Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change (2010)What changes in conceptual change? 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this work references cited by second hop

References

  • 1993Toward an Epistemology of Physics1,358 cited
  • 1994From things to processes: A theory of conceptual change for learning science concepts991 cited
  • 1982Children's science and its consequences for teaching581 cited
  • 2000Learners' knowledge in optics: interpretation, structure and analysis284 cited
  • 1983How Swedish pupils, aged 12‐15 years, understand light and its properties‡152 cited
  • 1996Students’ conceptual change in geometrical optics126 cited
  • 1989History of science and science education120 cited
  • 1993The effects of prior knowledge and instruction on understanding image formation119 cited
  • 1995Mechanics background influences students’ conceptions in electromagnetism112 cited

Cited by

  • 2009The History and Philosophy of Science in Physics Teaching: A Research Synthesis of Didactic Interventions79 cited
  • 2003Recent advances in classroom physics59 cited
  • 2011Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science58 cited

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