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Qualitative research: From methods to conclusions
16 references·0 citing·39 second hop
Qualitative research: From methods to conclusions (1990)Qualitative research: From methods to con…Handbook of Research on Teaching (2016)Handbook of Research on Teach…Child's Conception of the World (2013)Child's Conception of the Wor…The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance (1988)The Interaction of Domain-Spe…Philosophy, Science and Social Inquiry (1988)Philosophy, Science and Socia…Educators' handbook : a research perspective (1987)Educators' handbook : a resea…Learning in science : the implications of children's science (1985)Learning in science : the imp…Cognitive Structure and Conceptual Change (1985)Cognitive Structure and Conce…Children's ideas in science (1985)Children's ideas in scienceLearning How to Learn (1984)Learning How to LearnTheories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science (1983)Theories-in-Action: Some Theo…The Pupil as Scientist (1983)The Pupil as ScientistQuantitative Versus Qualitative Research: An Attempt to Clarify the Issue (1983)Quantitative Versus Qualitati…Mathematics and Science Learning: A New Conception (1983)Mathematics and Science Learn…The clinical interview and the measurement of conceptual change (1982)The clinical interview and th…Notes on the Methodology of Scientific Research. (1980)Notes on the Methodology of S…The Child's Conception of the World (1931)The Child's Conception of the…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)The role of conceptual conflict in conceptual change and the design of science instruction (1984)Learning in Science — From Behaviourism Towards Social Constructivism and Beyond (1998)Discovering indigenous science: Implications for science education (2000)Metaphors We Live By (2003)Philosophy of Natural Science (1966)New rules of sociological method (1976)Focus Group Interview: An Underutilized Research Technique for Improving Theory and Practice in Health Education (1987)Defining and describing the paradigm issue in mixed‐method evaluation (1997)Philosophy and the Mirror of Nature (2008)Quantitative and Qualitative Research: Beyond the Debate (2008)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Metacognition and reading comprehension (1988)Motivational and self-regulated learning components of classroom academic performance. (1990)When is an illustration worth ten thousand words? (1990)Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Metacognition, Motivation, and Understanding (2026)A Constructivist Approach to Curriculum Development in Science (1986)Designing learning environments to promote conceptual change in science (2001)Chemical Education: Towards Research-based Practice (2003)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)On seeing human: A three-factor theory of anthropomorphism. (2007)Misinformation and Its Correction (2012)The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities? (1999)The New Scholarship in Teacher Education (1999)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)Dual coding theory and education (1991)Designing a Qualitative Study (2009)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Evidence for a Hierarchical Arrangement of Learning Processes (1965)Reconceptualising Agency and Childhood (2016)Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review (2018)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Enhancing teaching through constructive alignment (1996)The laboratory in science education: Foundations for the twenty‐first century (2003)
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References

  • 1984Learning How to Learn5,192 cited
  • 2013Child's Conception of the World2,675 cited
  • 1985Children's ideas in science1,538 cited
  • 1985Learning in science : the implications of children's science999 cited
  • 1985Cognitive Structure and Conceptual Change905 cited
  • 1988The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance728 cited
  • 1983Quantitative Versus Qualitative Research: An Attempt to Clarify the Issue608 cited
  • 2016Handbook of Research on Teaching594 cited
  • 1983Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science540 cited
  • 1931The Child's Conception of the World479 cited
  • 1983Mathematics and Science Learning: A New Conception436 cited
  • 1983The Pupil as Scientist361 cited
  • 1987Educators' handbook : a research perspective339 cited
  • 1980Notes on the Methodology of Scientific Research.313 cited
  • 1988Philosophy, Science and Social Inquiry200 cited
  • 1982The clinical interview and the measurement of conceptual change

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