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Evidence for the Effectiveness of Inquiry-Based, Particulate-Level Instruction on Conceptions of the Particulate Nature of Matter
16 references·1 citing·34 second hop
Evidence for the Effectiveness of Inquiry-Based, Particulate-Level Instruction on Conceptions of the Particulate Nature of Matter (2011)Evidence for the Effectiveness of Inquiry…Concept Learning versus Problem Solving: A Cognitive Difference (2008)Concept Learning versus Probl…Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative (2005)Departing from Lectures: An E…Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry (2000)Learning about atoms, molecul…Improving Teaching and Learning through Chemistry Education Research: A Look to the Future (1999)Improving Teaching and Learni…Beginning Teachers: Beliefs and Classroom Actions (1999)Beginning Teachers: Beliefs a…Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)Secondary students' mental mo…Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning (1995)Students' Alternative Concept…The development of chemistry teaching: A changing response to changing demand (1993)The development of chemistry …Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules (1992)Grade‐12 students' misconcept…A history of ideas in science education: implications for practice (1991)A history of ideas in science…Concept learning versus problem solving: Revisited (1990)Concept learning versus probl…Understanding the particulate nature of matter (1987)Understanding the particulate…Concept learning versus problem solving: Is there a difference? (1987)Concept learning versus probl…Constructivism: A theory of knowledge (1986)Constructivism: A theory of k…Effect of instruction using students' prior knowledge and conceptual change strategies on science learning (1983)Effect of instruction using s…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Chemistry Learning Using Multiple Representations: A Systematic Literature Review (2022)Chemistry Learning Using Mult…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)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? (2005)Capturing and modeling the process of conceptual change (1994)From things to processes: A theory of conceptual change for learning science concepts (1994)Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom (2001)Chemical Education: Towards Research-based Practice (2003)Exploring visuospatial thinking in chemistry learning (2004)Mental Models (1983)Structure-mapping: A theoretical framework for analogy (1983)Qualitative evaluation and research methods (1990)Conceptual change: A powerful framework for improving science teaching and learning (2003)Educational Psychology: A Cognitive View (1968)Learning How to Learn (1984)Nested epistemologies: Science teachers' beliefs of teaching, learning and science (2002)Should Science be Taught in Early Childhood? (2005)Feedback research revisited. (2013)Educational Psychology: A Cognitive View (1969)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science (2000)Part I: Cognitive development in children: Piaget development and learning (1964)Handbook of research on teaching (1986)A Twelve-Year Longitudinal Study of Science Concept Learning (1991)Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)The development of preservice chemistry teachers' pedagogical content knowledge (2002)Visualization: A Metacognitive Skill in Science and Science Education (2005)Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform (2000)Taking science to school: learning and teaching science in grades K-8 (2008)Learning science in informal environments : people, places, and pursuits (2009)
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References

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,187 cited
  • 1986Constructivism: A theory of knowledge1,028 cited
  • 1993The development of chemistry teaching: A changing response to changing demand733 cited
  • 1999Improving Teaching and Learning through Chemistry Education Research: A Look to the Future576 cited
  • 1991A history of ideas in science education: implications for practice520 cited
  • 1992Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules480 cited
  • 1996Secondary students' mental models of atoms and molecules: Implications for teaching chemistry439 cited
  • 1983Effect of instruction using students' prior knowledge and conceptual change strategies on science learning414 cited
  • 2000Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry406 cited
  • 1987Concept learning versus problem solving: Is there a difference?400 cited
  • 1999Beginning Teachers: Beliefs and Classroom Actions387 cited
  • 1995Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning371 cited
  • 1987Understanding the particulate nature of matter305 cited
  • 2005Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative

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251 cited
  • 1990Concept learning versus problem solving: Revisited221 cited
  • 2008Concept Learning versus Problem Solving: A Cognitive Difference161 cited
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    • 2022Chemistry Learning Using Multiple Representations: A Systematic Literature Review42 cited