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Common Alternative Astronomical Conceptions Encountered in Junior Secondary Science Classes: Why Is This So?
16 references·0 citing·42 second hop
Common Alternative Astronomical Conceptions Encountered in Junior Secondary Science Classes: Why Is This So? (2007)Common Alternative Astronomical Conceptio…The Content Of Science: A Constructive Approach To Its Teaching And Learning (2012)The Content Of Science: A Con…Preservice elementary teachers' conceptions of moon phases before and after instruction (2002)Preservice elementary teacher…Pupils' and parents' views of the school science curriculum (2000)Pupils' and parents' views of…Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments (1998)Psychometric models of studen…The generic nature of pedagogical content knowledge among college professors (1995)The generic nature of pedagog…Mental Models of the Day/Night Cycle (1994)Mental Models of the Day/Nigh…The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)The Role of Anomalous Data in…Pedagogical Content Knowing: An Integrative Model for Teacher Preparation (1993)Pedagogical Content Knowing: …The making of a teacher: teacher knowledge and teacher education (1991)The making of a teacher: teac…Designing curricula for conceptual restructuring: Lessons from the study of knowledge acquisition in astronomy (1991)Designing curricula for conce…Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception (1990)Pedagogical Content Knowledge…Children's understanding of familiar astronomical events (1989)Children's understanding of f…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Learning in science : the implications of children's science (1985)Learning in science : the imp…Children's science and its consequences for teaching (1982)Children's science and its co…An assessment of children's concepts of the earth utilizing structured interviews (1976)An assessment of children's c…The origins of intelligence in children. 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(1988)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Conceptualizing Teacher Professional Learning (2011)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Constructing Scientific Knowledge in the Classroom (1994)Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Content Knowledge for Teaching (2008)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching21,062 cited
  • 1991The making of a teacher: teacher knowledge and teacher education2,283 cited
  • 1993The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction1,397 cited
  • 1985Learning in science : the implications of children's science999 cited
  • 1993Pedagogical Content Knowing: An Integrative Model for Teacher Preparation882 cited
  • 1994Mental Models of the Day/Night Cycle697 cited
  • 1982Children's science and its consequences for teaching581 cited
  • 1990Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception552 cited
  • 1976An assessment of children's concepts of the earth utilizing structured interviews371 cited
  • 1989Children's understanding of familiar astronomical events358 cited
  • 2012The Content Of Science: A Constructive Approach To Its Teaching And Learning286 cited
  • 2002Preservice elementary teachers' conceptions of moon phases before and after instruction245 cited
  • 2000Pupils' and parents' views of the school science curriculum232 cited
  • 1995The generic nature of pedagogical content knowledge among college professors220 cited
  • 1998

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Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments
213 cited
  • 1991Designing curricula for conceptual restructuring: Lessons from the study of knowledge acquisition in astronomy171 cited
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