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Unified View of Science and Technology for Education: Technoscience and Technoscience Education
16 references·0 citing·29 second hop
Unified View of Science and Technology for Education: Technoscience and Technoscience Education (2008)Unified View of Science and Technology fo…Democracy and Education (2015)Democracy and Education58. Contingency, Irony and Solidarity (2015)58. Contingency, Irony and So…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Should There Be a Three-Strik…The Dappled World (1999)The Dappled WorldCognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Contingency, Irony, and Solidarity (1989)Contingency, Irony, and Solid…Science in Action: How to Follow Scientists and Engineers through Society (1988)Science in Action: How to Fol…Science in action : how to follow scientists and engineers through society (1987)Science in action : how to fo…Representing and Intervening (1983)Representing and InterveningThe Scientific Image (1980)The Scientific ImageThe Structure of Scientific Revolutions (1963)The Structure of Scientific R…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…The Aim and Structure of Physical Theory (1954)The Aim and Structure of Phys…Being and Time (1927)Being and TimeDemocracy and Education. (1917)Democracy and Education.The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Focus on Formative Feedback (2008)Some Social Requisites of Democracy: Economic Development and Political Legitimacy (1959)Stories of Experience and Narrative Inquiry (1990)What Is Agency? (1998)Narrative configuration in qualitative analysis (1995)A Set of Principles for Conducting and Evaluating Interpretive Field Studies in Information Systems1 (1999)Theory Construction in Qualitative Research (2012)Manifesto for a Relational Sociology (1997)The Ethnography of Infrastructure (1999)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Making knowledge the basis of a dynamic theory of the firm (1996)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)The Social Construction of Reality: A Treatise in the Sociology of Knowledge. (1967)Competing paradigms in qualitative research. (1994)Sample Size in Qualitative Interview Studies (2015)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)ORGANIZATIONAL CHANGE AND DEVELOPMENT (1999)Toward a Theory of Social Practices (2002)Political conservatism as motivated social cognition. (2003)
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References

  • 1963The Structure of Scientific Revolutions35,276 cited
  • 1963The Structure of Scientific Revolutions21,164 cited
  • 1927Being and Time12,200 cited
  • 2015Democracy and Education10,891 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
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1989Contingency, Irony, and Solidarity6,866 cited
  • 1917Democracy and Education.6,772 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1983Representing and Intervening4,811 cited
  • 1980The Scientific Image4,681 cited
  • 201558. Contingency, Irony and Solidarity3,724 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 1999The Dappled World2,475 cited
  • 1954The Aim and Structure of Physical Theory2,128 cited

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