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Evaluating and redesigning teaching learning sequences at the introductory physics level
16 references·0 citing·45 second hop
Evaluating and redesigning teaching learning sequences at the introductory physics level (2017)Evaluating and redesigning teaching learn…Becoming Critical: Education. Knowledge and Action Research (2018)Becoming Critical: Education.…Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods (2014)Learning Science, Learning ab…International Handbook of Research in History, Philosophy and Science Teaching (2014)International Handbook of Res…Design-Based Research (2012)Design-Based ResearchDesign Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences (2009)Design Tools in Didactical Re…Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching (2006)Bringing science to life: A s…Teaching–learning sequences: aims and tools for science education research (2004)Teaching–learning sequences: …On the Theoretical Breadth of Design-Based Research in Education (2004)On the Theoretical Breadth of…Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education (2004)Introducing curriculum innova…Design-Based Research: An Emerging Paradigm for Educational Inquiry (2003)Design-Based Research: An Eme…Students' understanding of the role of scientific models in learning science (2002)Students' understanding of th…Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning (2002)Designing and Evaluating Scie…Tutorials in Introductory Physics (1998)Tutorials in Introductory Phy…Proceedings of the 1996 international conference on Learning sciences (1996)Proceedings of the 1996 inter…“Developmental research” as a way to an empirically based “didactical structure” of science (1995)“Developmental research” as a…Force concept inventory (1992)Force concept inventoryThe Structure of Scientific Revolutions (1963)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Supporting teachers to negotiate uncertainty for science, students, and teaching (2018)Rethinking the classroom science investigation (2020)A systematic review of research on laboratory work in secondary school (2022)Cognitive Structure and Conceptual Change (1985)On the role of analogies and metaphors in learning science (1991)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Big Ideas: A review of astronomy education research 1974–2008 (2009)Concept Development and Transfer in Context‐Based Science Education (2010)Four case studies, six years later: Developing system thinking skills in junior high school and sustaining them over time (2010)Questionnaire Design, Interviewing and Attitude Measurement (1993)Research Methods in Education (2002)Research Methods in Education (2007)Salvaging science literacy (2010)Currents in STSE education: Mapping a complex field, 40 years on (2011)Socio-scientific Issues in the Classroom (2011)How do students' views of science influence knowledge integration? (1991)Understanding models and their use in science: Conceptions of middle and high school students and experts (1991)Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)Physics: Frightful, but fun. 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(2006)The Flipped Classroom: A Survey of the Research (2020)A rating scheme for assessing the quality of computer-supported collaboration processes (2007)Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers (2007)We Be Burnin'!Agency, Identity, and Science Learning (2010)Design Research: Theoretical and Methodological Issues (2004)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)Conducting Educational Design Research (2018)Emerging Criteria for Quality in Qualitative and Interpretive Research (1995)The Teacher Research Movement: A Decade Later (1999)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? (2012)Teaching and physics education research: bridging the gap (2014)The Curious Construct of Active Learning (2021)
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References

  • 1992Force concept inventory3,233 cited
  • 2003Design-Based Research: An Emerging Paradigm for Educational Inquiry2,697 cited
  • 2012Design-Based Research2,157 cited
  • 2018Becoming Critical: Education. Knowledge and Action Research1,557 cited
  • 2006Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching615 cited
  • 1998Tutorials in Introductory Physics470 cited
  • 2014Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods462 cited
  • 1996Proceedings of the 1996 international conference on Learning sciences434 cited
  • 2002Students' understanding of the role of scientific models in learning science409 cited
  • 2004Teaching–learning sequences: aims and tools for science education research394 cited
  • 2014International Handbook of Research in History, Philosophy and Science Teaching339 cited
  • 2004On the Theoretical Breadth of Design-Based Research in Education328 cited
  • 2002Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning277 cited
  • 1995“Developmental research” as a way to an empirically based “didactical structure” of science198 cited

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  • 2004Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education174 cited
  • 2009Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences172 cited
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