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Student Understanding of Science and Scientific Inquiry (SUSSI): Revision and Further Validation of an Assessment Instrument
16 references·1 citing·31 second hop
Student Understanding of Science and Scientific Inquiry (SUSSI): Revision and Further Validation of an Assessment Instrument (2006)Student Understanding of Science and Scie…Knowing What Students Know: The Science and Design of Educational Assessment (2013)Knowing What Students Know: T…The Principal Elements of the Nature of Science: Dispelling the Myths (2005)The Principal Elements of the…The Nature of Science in International Science Education Standards Documents (2005)The Nature of Science in Inte…How students learn: history, mathematics, and science in the classroom (2005)How students learn: history, …What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community (2003)What “ideas‐about‐science” sh…Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Views of nature of science qu…The influence of history of science courses on students' views of nature of science (2000)The influence of history of s…Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)Improving science teachers' c…The nature of science in science education : rationales and strategies (1998)The nature of science in scie…Whose nature of science? (1997)Whose nature of science?National Science Education Standards (1995)National Science Education St…Doing Naturalistic Inquiry: A Guide to Methods (1993)Doing Naturalistic Inquiry: A…The Development of a New Instrument: ‘Views on Science—Technology—Society’ (VOSTS) (1992)The Development of a New Inst…Students' and teachers' conceptions of the nature of science: A review of the research (1992)Students' and teachers' conce…Students' perceptions of tentativeness in science: Development, use, and sources of change (1990)Students' perceptions of tent…Science for all Americans (1990)Science for all AmericansInvestigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science (2016)Investigating the Role of an …Thematic Origins of Scientific Thought: Kepler to Einstein (1974)Great Geological Controversies (1990)Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science (2002)Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry (2004)Global Patterns in Students’ Views of Science and Interest in Science (2014)The Structure of Scientific Revolutions (1963)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Establishing the norms of scientific argumentation in classrooms (2000)Informal reasoning regarding socioscientific issues: A critical review of research (2004)Handbook of Qualitative Research (1994)Understanding students' practical epistemologies and their influence on learning through inquiry (2005)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Nature of Science: Past, Present, and Future (2013)Educational Research: An Introduction (1984)The Logic of Scientific Discovery (2013)Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report (2014)The Structure of Scientific Revolutions (1963)Benchmarks for Science Literacy (2013)A conceptual framework for integrated STEM education (2016)Reframing Public Policy (2003)Generalization in quantitative and qualitative research: Myths and strategies (2010)White Privilege: Unpacking the Invisible Knapsack (1989) 1 (2019)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007)Formative assessment: a critical review (2011)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009)Implications for educational practice of the science of learning and development (2019)
this work references cited by second hop

References

  • 1995National Science Education Standards7,888 cited
  • 1993Doing Naturalistic Inquiry: A Guide to Methods2,593 cited
  • 2013Knowing What Students Know: The Science and Design of Educational Assessment2,402 cited
  • 1992Students' and teachers' conceptions of the nature of science: A review of the research2,169 cited
  • 2002Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science1,912 cited
  • 1990Science for all Americans1,840 cited
  • 2000Improving science teachers' conceptions of nature of science: a critical review of the literature1,256 cited
  • 2003What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community1,200 cited
  • 1998The nature of science in science education : rationales and strategies893 cited
  • 2005How students learn: history, mathematics, and science in the classroom889 cited
  • 2000The influence of history of science courses on students' views of nature of science602 cited
  • 1992The Development of a New Instrument: ‘Views on Science—Technology—Society’ (VOSTS)456 cited
  • 2005The Nature of Science in International Science Education Standards Documents418 cited
  • 2005The Principal Elements of the Nature of Science: Dispelling the Myths395 cited

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  • 1990Students' perceptions of tentativeness in science: Development, use, and sources of change343 cited
  • 1997Whose nature of science?327 cited
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    • 2016Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science56 cited