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What is the relationship between social constructivism and Piagetian constructivism? An analysis of the characteristics of the ideas within both theories
16 references·0 citing·39 second hop
What is the relationship between social constructivism and Piagetian constructivism? An analysis of the characteristics of the ideas within both theories (2000)What is the relationship between social c…The Many Forms of Constructivism (2001)The Many Forms of Constructiv…Epistemological Anarchy and the Many Forms of Constructivism (1997)Epistemological Anarchy and t…The Rise and Fall of Constructivism (1994)The Rise and Fall of Construc…Ensenanza de las ciencias (1994)Ensenanza de las cienciasCapturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Teorías cognitivas del aprendizaje (1989)Teorías cognitivas del aprend…Pupils' explanations of some aspects of chemical reactions (1986)Pupils' explanations of some …Learning in science : the implications of children's science (1985)Learning in science : the imp…Children's ideas in science (1985)Children's ideas in scienceA study of schoolchildren's alternative frameworks of the concept of force (1983)A study of schoolchildren's a…Students’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Pupils' understanding of the particulate nature of matter: A cross‐age study (1981)Pupils' understanding of the …A survey of some children's ideas about force (1981)A survey of some children's i…Problems in learning the concept of natural selection (1979)Problems in learning the conc…Junior high school pupils' understanding of the particulate nature of matter: An interview study (1978)Junior high school pupils' un…Spontaneous Reasoning in Elementary Dynamics (1979)Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science (1983)Research on conceptual understanding in mechanics (1984)A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter (1991)Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules (1992)Multiple Representations in Chemical Education (2009)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Self-Efficacy Beliefs in Academic Settings (1996)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Falsification and the Methodology of Scientific Research Programmes (1976)Mental Models (1983)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Conceptual change: A powerful framework for improving science teaching and learning (2003)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)The Structure of Scientific Revolutions. (1964)Outline of a Theory of Practice (1977)Outline of a Theory of Practice. (1980)Science Education: Border Crossing into the Subculture of Science (1996)Learning in Science — From Behaviourism Towards Social Constructivism and Beyond (1998)On the Nature of “Context” in Chemical Education (2006)An assessment of children's concepts of the earth utilizing structured interviews (1976)Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education (1983)Development of system thinking skills in the context of earth system education (2005)Children's conceptions of the earth as a cosmic body: A cross age study (1979)Learning science: A generative process (1983)Chemical Education: Towards Research-based Practice (2003)Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje como investigación (1993)New trends in science education (1996)Teaching Case of Gamification and Visual Technologies for Education (2014)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)Knowledge and Teaching:Foundations of the New Reform (1987)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)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)
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References

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,394 cited
  • 1985Children's ideas in science1,540 cited
  • 1994Capturing and modeling the process of conceptual change1,510 cited
  • 1982Students’ preconceptions in introductory mechanics1,258 cited
  • 1985Learning in science : the implications of children's science999 cited
  • 1989Teorías cognitivas del aprendizaje311 cited
  • 1981Pupils' understanding of the particulate nature of matter: A cross‐age study298 cited
  • 1994The Rise and Fall of Constructivism267 cited
  • 1978Junior high school pupils' understanding of the particulate nature of matter: An interview study244 cited
  • 1986Pupils' explanations of some aspects of chemical reactions184 cited
  • 2001The Many Forms of Constructivism175 cited
  • 1981A survey of some children's ideas about force167 cited
  • 1994Ensenanza de las ciencias163 cited
  • 1997Epistemological Anarchy and the Many Forms of Constructivism150 cited
  • 1979Problems in learning the concept of natural selection138 cited
  • 1983A study of schoolchildren's alternative frameworks of the concept of force

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