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Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry
16 references·0 citing·34 second hop
Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry (2018)Designing context-based teaching material…Learning by Expanding (2014)Learning by ExpandingInstructional-design Theories and Models (2013)Instructional-design Theories…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…The BSCS 5E Instructional Model: Origins and Effectiveness (2006)The BSCS 5E Instructional Mod…On the Nature of “Context” in Chemical Education (2006)On the Nature of “Context” in…Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Nature, Sources, and Developm…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…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)Developing views of nature of…Design Experiments in Educational Research (2003)Design Experiments in Educati…Evaluating professional development (1999)Evaluating professional devel…Congruence and friction between learning and teaching (1999)Congruence and friction betwe…Semi-Structured Interviewing and Qualitative Analysis (1995)Semi-Structured Interviewing …Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Activity, consciousness, and personality (1978)Activity, consciousness, and …The Problem of Activity in Psychology (1974)The Problem of Activity in Ps…Thought and language (1962)The Reflective Practitioner: How Professionals Think in Action (1985)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Studies of expansive learning: Foundations, findings and future challenges (2010)Boundary Crossing and Boundary Objects (2011)Those Who Understand: Knowledge Growth in Teaching (1986)National Science Education Standards (1995)Designing Educative Curriculum Materials to Promote Teacher Learning (2005)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Theoretical considerations for understanding technological pedagogical content knowledge (TPACK) (2011)The methodology of evaluation (1966)Change in schools : facilitating the process (1987)Professional Development and Teacher Change (2002)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)The laboratory in science education: Foundations for the twenty‐first century (2003)Conceptualizing Teacher Professional Learning (2011)Teacher knowledge and the knowledge base of teaching (2001)Discourse Analysis as Theory and Method (2002)Distinctions between emotion and mood (2005)Professional Development and Teacher Learning: Mapping the Terrain (2004)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)Design-Based Research (2012)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Activity theory as a framework for designing constructivist learning environments (1999)Where's the evidence that active learning works? (2006)Phases of inquiry-based learning: Definitions and the inquiry cycle (2015)Problem-Based Learning: What and How Do Students Learn? (2004)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2014Learning by Expanding4,988 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 2003Design Experiments in Educational Research3,545 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,532 cited
  • 1999Evaluating professional development2,406 cited
  • 2006Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching1,646 cited
  • 1995Semi-Structured Interviewing and Qualitative Analysis1,356 cited
  • 2013Instructional-design Theories and Models1,075 cited
  • 2006The BSCS 5E Instructional Model: Origins and Effectiveness964 cited
  • 2004Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry851 cited
  • 1999Congruence and friction between learning and teaching839 cited
  • 2006On the Nature of “Context” in Chemical Education811 cited
  • 1974The Problem of Activity in Psychology664 cited

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Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching
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