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Considering the nature of scientific problems when designing science curricula
16 references·1 citing·28 second hop
Considering the nature of scientific problems when designing science curricula (2001)Considering the nature of scientific prob…Evolution and the nature of science: On the historical discord and its implications for education (1998)Evolution and the nature of s…Children's Thoughts on the Origin of Species: A Study of Explanatory Coherence (1997)Children's Thoughts on the Or…National Science Education Standards (1996)National Science Education St…The Advancement of Science: Science without Legend, Objectivity without Illusions. (1995)The Advancement of Science: S…National Science Education Standards (1995)National Science Education St…The Advancement of Science. Science Without Legend, Objectivity Without Illusions (1994)The Advancement of Science. S…One Long Argument: Charles Darwin and the Genesis of Modern Evolutionary Thought. (1992)One Long Argument: Charles Da…One long argument: Charles Darwin and the genesis of modern evolutionary thought (1992)One long argument: Charles Da…Theory Change in Science: Strategies from Mendelian Genetics (1991)Theory Change in Science: Str…Theory Change in Science (1991)Theory Change in ScienceScience for all Americans (1990)Science for all AmericansExplaining Science (1988)Explaining ScienceGod and nature : historical essays on the encounter between Christianity and science (1986)God and nature : historical e…1953 and all That. A Tale of Two Sciences (1984)1953 and all That. A Tale of …Progress and Its Problems: Towards a Theory of Scientific Growth (1978)Progress and Its Problems: To…Progress and its problems towards a theory of scientific growth (1977)Progress and its problems tow…Upper Secondary Students’ Understanding of the Use of Multiple Models in Biology Textbooks—The Importance of Conceptual Variation and Incommensurability (2012)Upper Secondary Students’ Und…Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Benchmarks for Science Literacy (2013)A conceptual framework for integrated STEM education (2016)Darwinism in economics: from analogy to ontology (2002)The Essential Child (2003)Psychological essentialism in children (2004)Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform (2000)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)Conceptual Issues in Evolutionary Biology. (1984)Philosophy of experimental biology (2005)When mechanistic models explain (2006)A Terror Management Theory of Social Behavior: The Psychological Functions of Self-Esteem and Cultural Worldviews (1991)The eclectic paradigm as an envelope for economic and business theories of MNE activity (2000)Customer experience: fundamental premises and implications for research (2020)DECONSTRUCTING THE MAP (1989)Stanford encyclopedia of philosophy (2002)Integrating motivational, social, and contextual work design features: A meta-analytic summary and theoretical extension of the work design literature. (2007)Supporting and Promoting Argumentation Discourse in Science Education (2002)Epistemology of Disagreement: The Good News (2007)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks (2002)Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations (2008)A Framework for Conceptual Contributions in Marketing (2011)
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References

  • 1995National Science Education Standards7,888 cited
  • 1990Science for all Americans1,840 cited
  • 1996National Science Education Standards1,835 cited
  • 1988Explaining Science1,820 cited
  • 1977Progress and its problems towards a theory of scientific growth987 cited
  • 1978Progress and Its Problems: Towards a Theory of Scientific Growth718 cited
  • 1995The Advancement of Science: Science without Legend, Objectivity without Illusions.604 cited
  • 19841953 and all That. A Tale of Two Sciences517 cited
  • 1992One long argument: Charles Darwin and the genesis of modern evolutionary thought404 cited
  • 1991Theory Change in Science330 cited
  • 1991Theory Change in Science: Strategies from Mendelian Genetics323 cited
  • 1986God and nature : historical essays on the encounter between Christianity and science288 cited
  • 1994The Advancement of Science. Science Without Legend, Objectivity Without Illusions250 cited
  • 1997Children's Thoughts on the Origin of Species: A Study of Explanatory Coherence186 cited
  • 1992One Long Argument: Charles Darwin and the Genesis of Modern Evolutionary Thought.186 cited

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1998
Evolution and the nature of science: On the historical discord and its implications for education
169 cited

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  • 2012Upper Secondary Students’ Understanding of the Use of Multiple Models in Biology Textbooks—The Importance of Conceptual Variation and Incommensurability49 cited