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Breaking the mould? : teaching science for public understanding
10 references·4 citing·47 second hop
Breaking the mould? : teaching science for public understanding (2002)Breaking the mould? : teaching science fo…Ownership and transformation: teachers using curriculum innovations (2002)Ownership and transformation:…Pupils' views of the role and value of the science curriculum: A focus-group study (2001)Pupils' views of the role and…Teacher Talk and Meaning Making in Science Classrooms: a Vygotskian Analysis and Review (1998)Teacher Talk and Meaning Maki…Science education for the future : National curriculum review (1998)Science education for the fut…Trends in science coverage: a content analysis of three US newspapers (1997)Trends in science coverage: a…Teaching and Learning Argument (1996)Teaching and Learning ArgumentInterpreting pragmatic meaning when reading popular reports of science (1994)Interpreting pragmatic meanin…Students' and teachers' conceptions of the nature of science: A review of the research (1992)Students' and teachers' conce…Philosophy of science: an empirical study of teachers’ views (1989)Philosophy of science: an emp…Education and Employment (1971)Education and EmploymentStudents’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context (2017)Students’ Positioning in the …Does the Discussion of Socio‐Scientific Issues require a Paradigm Shift in Science Teachers' Thinking? (2010)Does the Discussion of Socio‐…Teaching for understanding of science in context: Evidence from the pilot trials of the Twenty First Century Science courses (2009)Teaching for understanding of…Teaching bioethics in science: Crossing a bridge too far? (2004)Teaching bioethics in science…Qualitative data analysis for educational research : a guide to uses of systemic networks (1983)Qualitative data analysis for educational research (1983)Science teachers’ philosophical assumptions: how well do we understand them? (1995)Beliefs about science and beliefs about language (1996)Conocimiento profesional y epistemología de los profesores, II: estudios empíricos y conclusiones (1998)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. 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(2000)Enhancing the quality of argument in school science (2001)Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students (2013)Psychiatric morbidity among adults living in private households, 2000 (2003)Education policy as an act of white supremacy: whiteness, critical race theory and education reform (2005)Educational psychology and the effectiveness of inclusive education/mainstreaming (2007)
this work references cited by second hop

References

  • 1992Students' and teachers' conceptions of the nature of science: A review of the research2,169 cited
  • 1971Education and Employment852 cited
  • 2001Pupils' views of the role and value of the science curriculum: A focus-group study585 cited
  • 1998Teacher Talk and Meaning Making in Science Classrooms: a Vygotskian Analysis and Review331 cited
  • 1997Trends in science coverage: a content analysis of three US newspapers206 cited
  • 1994Interpreting pragmatic meaning when reading popular reports of science164 cited
  • 1996Teaching and Learning Argument137 cited
  • 1998Science education for the future : National curriculum review137 cited
  • 1989Philosophy of science: an empirical study of teachers’ views128 cited
  • 2002Ownership and transformation: teachers using curriculum innovations84 cited

Cited by

  • 2010Does the Discussion of Socio‐Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?72 cited
  • 2017Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context67 cited
  • 2009Teaching for understanding of science in context: Evidence from the pilot trials of the Twenty First Century Science courses59 cited
  • 2004Teaching bioethics in science: Crossing a bridge too far?

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55 cited