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The Epistemology of Students: The ‘Thingified’ Nature of Scientific Knowledge
16 references·0 citing·39 second hop
The Epistemology of Students: The ‘Thingified’ Nature of Scientific Knowledge (1998)The Epistemology of Students: The ‘Thingi…RADICAL CONSTRUCTIVISM (2010)RADICAL CONSTRUCTIVISMConstructing scientific knowledge in the classroom (2010)Constructing scientific knowl…Young People's Images of Science (1996)Young People's Images of Scie…From things to processes: A theory of conceptual change for learning science concepts (1994)From things to processes: A t…Constructing Scientific Knowledge in the Classroom (1994)Constructing Scientific Knowl…Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Students' Preconceptions about the Epistemology of Science (1992)Students' Preconceptions abou…Students' and teachers' conceptions of the nature of science: A review of the research (1992)Students' and teachers' conce…Science as Practice and Culture (1992)Science as Practice and Cultu…Understanding models and their use in science: Conceptions of middle and high school students and experts (1991)Understanding models and thei…Talking science: language, learning, and values (1991)Talking science: language, le…Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science (1991)Prospective and practicing se…The Constitution of Society. (1988)The Constitution of Society.School Teacher: A Sociological Study. (1976)School Teacher: A Sociologica…Le sens pratique (1976)Le sens pratiquePatterns of Discovery (1959)Patterns of DiscoveryFalsification and the Methodology of Scientific Research Programmes (1970)Falsification and the Methodology of Scientific Research Programmes (1976)Mental Models (1983)Constraint relaxation and chunk decomposition in insight problem solving. (1999)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)The Structure of Scientific Revolutions (1963)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002)Informal reasoning regarding socioscientific issues: A critical review of research (2004)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Actual Minds, Possible Worlds (1986)Situated Cognition and the Culture of Learning (1989)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Supporting and Promoting Argumentation Discourse in Science Education (2002)Where's the evidence that active learning works? (2006)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Enhancing the quality of argumentation in school science (2004)Distinction: A Social Critique of the Judgement of Taste* (2018)Evolution and Cognition (2001)Preparing Culturally Responsive Teachers (2002)What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community (2003)The social constructionist movement in modern psychology. (1985)An advocacy coalition framework of policy change and the role of policy-oriented learning therein (1988)Establishing the norms of scientific argumentation in classrooms (2000)Examining Pedagogical Content Knowledge (2002)Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions (2003)A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools (2007)Social Space and Symbolic Power (1989)Towards a Reflexive Sociology: A Workshop with Pierre Bourdieu (1989)Toward a Theory of Social Practices (2002)Professional Vision (1994)Making knowledge the basis of a dynamic theory of the firm (1996)The Practice Turn in Contemporary Theory (2005)Notes on the theory of the actor-network: Ordering, strategy, and heterogeneity (1992)Interpretive case studies in IS research: nature and method (1995)The Nature of Theory in Information Systems1 (2006)
this work references cited by second hop

References

  • 1988The Constitution of Society.8,828 cited
  • 1976School Teacher: A Sociological Study.6,372 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 1992Students' and teachers' conceptions of the nature of science: A review of the research2,169 cited
  • 2010RADICAL CONSTRUCTIVISM2,078 cited
  • 1994Constructing Scientific Knowledge in the Classroom1,916 cited
  • 1992Science as Practice and Culture1,907 cited
  • 1959Patterns of Discovery1,848 cited
  • 1976Le sens pratique1,825 cited
  • 1994Capturing and modeling the process of conceptual change1,421 cited
  • 2010Constructing scientific knowledge in the classroom1,208 cited
  • 1994From things to processes: A theory of conceptual change for learning science concepts991 cited
  • 1996Young People's Images of Science915 cited
  • 1991Understanding models and their use in science: Conceptions of middle and high school students and experts697 cited
  • 1991Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science395 cited
  • 1992Students' Preconceptions about the Epistemology of Science

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