SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Differences in graph-related practices between high school biology textbooks and scientific ecology journals
16 references·16 citing·24 second hopsampled
Differences in graph-related practices between high school biology textbooks and scientific ecology journals (1999)Differences in graph-related practices be…Fourth Generation Evaluation (2014)Fourth Generation EvaluationPhilosophical investigations (2002)Philosophical investigationsSituated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…The instructive animation: Helping students build connections between words and pictures in multimedia learning. (1992)The instructive animation: He…Science as practice and culture (1992)Science as practice and cultu…Situated Learning (1991)Situated LearningWhen is an illustration worth ten thousand words? (1990)When is an illustration worth…Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning (1990)Research on Science Laborator…Representation in Scientific Practice (1990)Representation in Scientific …Functions, Graphs, and Graphing: Tasks, Learning, and Teaching (1990)Functions, Graphs, and Graphi…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Science in Action: How to Follow Scientists and Engineers through Society (1988)Science in Action: How to Fol…Fourth-Generation Evaluation (1988)Fourth-Generation EvaluationScience in action : how to follow scientists and engineers through society (1987)Science in action : how to fo…Steps to an Ecology of Mind (1973)Steps to an Ecology of MindStudies in Ethnomethodology (1968)Studies in EthnomethodologyMichaelis–Menten Graphs, Lineweaver–Burk Plots, and Reaction Schemes: Investigating Introductory Biochemistry Students’ Conceptions of Representations in Enzyme Kinetics (2019)Michaelis–Menten Graphs, Line…Reframing visual social science: towards a more visual sociology and anthropology (2016)Reframing visual social scien…Investigating Preservice STEM Teacher Conceptions of STEM Education (2016)Investigating Preservice STEM…Building Cohesion Across Representations: A Mechanism for STEM Integration (2013)Building Cohesion Across Repr…Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions. (2011)Teaching with concrete and ab…Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks (2010)Adaptations and Continuities …Meaning making through multiple modalities in a biology classroom: A multimodal semiotics discourse analysis (2009)Meaning making through multip…Chemical understanding and graphing skills in an honors case‐based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations (2008)Chemical understanding and gr…Representations of science within children's trade books (2005)Representations of science wi…Making sense of photographs (2004)Making sense of photographsWhen Are Graphs Worth Ten Thousand Words? An Expert-Expert Study (2003)When Are Graphs Worth Ten Tho…Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology (2003)Towards an Analysis of Visual…Why Students May not Learn to Interpret Scientific Inscriptions (2002)Why Students May not Learn to…Constructing knowledge: The role of graphs and tables in hard and soft psychology. (2002)Constructing knowledge: The r…Professionals Read Graphs: A Semiotic Analysis (2001)Professionals Read Graphs: A …Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices (1999)Interpretations of graphs by …Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)A Dynamic Theory of Organizational Knowledge Creation (1994)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Learning by Expanding (2014)Competing paradigms in qualitative research. (1994)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Thematic Analysis (2017)Notes on the theory of the actor-network: Ordering, strategy, and heterogeneity (1992)Policy Implementation and Cognition: Reframing and Refocusing Implementation Research (2002)Human-Machine Reconfigurations: Plans and Situated Actions (2006)Manifesto for a Relational Sociology (1997)The Ethnography of Infrastructure (1999)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Professional Vision (1994)Toward a Theory of Social Practices (2002)Identity and interaction: a sociocultural linguistic approach (2005)Making knowledge the basis of a dynamic theory of the firm (1996)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research (2010)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1988Science in Action: How to Follow Scientists and Engineers through Society10,767 cited
  • 1987Science in action : how to follow scientists and engineers through society8,955 cited
  • 2014Fourth Generation Evaluation7,250 cited
  • 1973Steps to an Ecology of Mind7,226 cited
  • 1988Fourth-Generation Evaluation5,912 cited
  • 1968Studies in Ethnomethodology3,813 cited
  • 1990Representation in Scientific Practice1,792 cited
  • 2002Philosophical investigations1,532 cited
  • 1992Science as practice and culture1,409 cited
  • 1990When is an illustration worth ten thousand words?1,050 cited
  • 1990Functions, Graphs, and Graphing: Tasks, Learning, and Teaching1,040 cited
  • 1992The instructive animation: Helping students build connections between words and pictures in multimedia learning.1,000 cited
  • 1990Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

478 cited

Cited by

  • 2001Professionals Read Graphs: A Semiotic Analysis185 cited
  • 2016Investigating Preservice STEM Teacher Conceptions of STEM Education166 cited
  • 2003Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology158 cited
  • 2002Constructing knowledge: The role of graphs and tables in hard and soft psychology.134 cited
  • 2011Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions.128 cited
  • 1999Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices123 cited
  • 2008Chemical understanding and graphing skills in an honors case‐based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations120 cited
  • 2005Representations of science within children's trade books119 cited
  • 2003When Are Graphs Worth Ten Thousand Words? An Expert-Expert Study117 cited
  • 2010Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks110 cited
  • 2016Reframing visual social science: towards a more visual sociology and anthropology108 cited
  • 2004Making sense of photographs98 cited
  • 2019Michaelis–Menten Graphs, Lineweaver–Burk Plots, and Reaction Schemes: Investigating Introductory Biochemistry Students’ Conceptions of Representations in Enzyme Kinetics96 cited
  • 2002Why Students May not Learn to Interpret Scientific Inscriptions95 cited
  • 2009Meaning making through multiple modalities in a biology classroom: A multimodal semiotics discourse analysis93 cited
  • 2013Building Cohesion Across Representations: A Mechanism for STEM Integration81 cited