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Student and Teacher Perceptions of the Use of Multimedia Supported Predict–Observe–Explain Tasks to Probe Understanding
16 references·3 citing·30 second hop
Student and Teacher Perceptions of the Use of Multimedia Supported Predict–Observe–Explain Tasks to Probe Understanding (2001)Student and Teacher Perceptions of the Us…Probing Understanding (2014)Probing UnderstandingNaive Theories of Motion (2014)Naive Theories of MotionFourth Generation Evaluation (2014)Fourth Generation EvaluationQualitative Research for Education: An Introduction to Theory and Methods (1997)Qualitative Research for Educ…Improving Teaching and Learning in Science and Mathematics. (1996)Improving Teaching and Learni…Force concept inventory (1992)Force concept inventoryPartners in Cognition: Extending Human Intelligence with Intelligent Technologies (1991)Partners in Cognition: Extend…Fourth-Generation Evaluation (1988)Fourth-Generation EvaluationThe initial knowledge state of college physics students (1985)The initial knowledge state o…Common sense concepts about motion (1985)Common sense concepts about m…Children's ideas in science (1985)Children's ideas in scienceResearch on conceptual understanding in mechanics (1984)Research on conceptual unders…The Pupil as Scientist (1983)The Pupil as ScientistIntuitive Physics (1983)Intuitive PhysicsStudents’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…Factors influencing the learning of classical mechanics (1980)Factors influencing the learn…Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding (2017)Tools for Science Inquiry Lea…Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy (2015)Understanding Electrochemistr…THE EFFECTIVENESS OF PREDICT–OBSERVE–EXPLAIN TECHNIQUE IN PROBING STUDENTS’ UNDERSTANDING ABOUT ACID–BASE CHEMISTRY: A CASE FOR THE CONCEPTS OF pH, pOH, AND STRENGTH (2012)THE EFFECTIVENESS OF PREDICT–…The Mechanization of the World Picture (1961)Toward a modeling theory of physics instruction (1987)Surveying students’ conceptual knowledge of electricity and magnetism (2001)Should Science be Taught in Early Childhood? (2005)Mind in Society: The Development of Higher Psychological Processes (1978)The Psychology of Literacy (1981)Situated Cognition and the Culture of Learning (1989)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Media will never influence learning (1994)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)A Guide to Conducting Consensual Qualitative Research (1997)Techniques to Identify Themes (2003)Understanding Reliability and Validity in Qualitative Research (2015)Competing paradigms in qualitative research. (1994)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Thematic Analysis (2017)Peer Instruction: Ten years of experience and results (2001)Where's the evidence that active learning works? (2006)The Flipped Classroom: A Survey of the Research (2020)Toward an epistemology of physics (1993)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)Development and use of diagnostic tests to evaluate students’ misconceptions in science (1988)Learning by Collaborating: Convergent Conceptual Change (1992)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Development of system thinking skills in the context of earth system education (2005)Students' questions: a potential resource for teaching and learning science (2008)A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science (2015)Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research (2010)
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References

  • 1997Qualitative Research for Education: An Introduction to Theory and Methods14,936 cited
  • 2014Fourth Generation Evaluation7,250 cited
  • 1988Fourth-Generation Evaluation5,912 cited
  • 1992Force concept inventory3,233 cited
  • 1985Children's ideas in science1,538 cited
  • 1982Students’ preconceptions in introductory mechanics1,230 cited
  • 1985The initial knowledge state of college physics students1,075 cited
  • 1991Partners in Cognition: Extending Human Intelligence with Intelligent Technologies948 cited
  • 2014Probing Understanding894 cited
  • 1985Common sense concepts about motion847 cited
  • 1984Research on conceptual understanding in mechanics623 cited
  • 1983Intuitive Physics620 cited
  • 2014Naive Theories of Motion595 cited
  • 1980Factors influencing the learning of classical mechanics465 cited
  • 1983The Pupil as Scientist361 cited
  • 1996Improving Teaching and Learning in Science and Mathematics.332 cited

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2012
THE EFFECTIVENESS OF PREDICT–OBSERVE–EXPLAIN TECHNIQUE IN PROBING STUDENTS’ UNDERSTANDING ABOUT ACID–BASE CHEMISTRY: A CASE FOR THE CONCEPTS OF pH, pOH, AND STRENGTH
75 cited
  • 2015Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy68 cited
  • 2017Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding59 cited