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Students’ Conception of Genetic Phenomena and Its Effect on Their Ability to Understand the Underlying Mechanism
16 references·0 citing·42 second hop
Students’ Conception of Genetic Phenomena and Its Effect on Their Ability to Understand the Underlying Mechanism (2018)Students’ Conception of Genetic Phenomena…Probing Understanding (2014)Probing UnderstandingInternational Handbook of Research on Conceptual Change (2013)International Handbook of Res…In Search of Mechanisms (2013)In Search of MechanismsScience Learning and Instruction (2011)Science Learning and Instruct…A learning progression for deepening students' understandings of modern genetics across the 5th–10th grades (2009)A learning progression for de…Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science (2008)Recognizing mechanistic reaso…Reasoning across ontologically distinct levels: Students' understandings of molecular genetics (2007)Reasoning across ontologicall…When mechanistic models explain (2006)When mechanistic models expla…How students learn: Science in the classroom (2005)How students learn: Science i…Traits, genes, particles and information: re‐visiting students’ understandings of genetics (2004)Traits, genes, particles and …Role Functions, Mechanisms, and Hierarchy (2001)Role Functions, Mechanisms, a…Thinking about Mechanisms (2000)Thinking about MechanismsStudents' cellular and molecular explanations of genetic phenomena (2000)Students' cellular and molecu…Anthropomorphism and teleology in reasoning about biological phenomena (1991)Anthropomorphism and teleolog…Learning How to Learn (1984)Learning How to LearnCognitive Structure and the Facilitation of Meaningful Verbal Learning1 (1963)Cognitive Structure and the F…Aspects of Scientific Explanation. (1966)The Scientific Image (1980)The Scientific Image. (1982)Rethinking Mechanistic Explanation (2002)Dissecting the social on the principles of analytical sociology (2005)Dissecting the Social (2005)National Science Education Standards (1996)Taking science to school: learning and teaching science in grades K-8 (2008)Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective (2009)Socio-scientific Issues in the Classroom (2011)Scientific knowledge suppresses but does not supplant earlier intuitions (2012)Advances in Instructional Psychology (2019)The Structure of Science (1961)Scientific Explanation and the Causal Structure of the World (1985)Discovering complexity: decomposition and localization as strategies in scientific research (1993)Explanation and Understanding (2005)Causal Mechanisms in the Social Sciences (2010)Scientific Explanation and the Causal Structure of the World (2020)Representing and Intervening (1983)Integrating psychology and neuroscience: functional analyses as mechanism sketches (2011)The Explanatory Force of Dynamical and Mathematical Models in Neuroscience: A Mechanistic Perspective (2011)What is a mechanism? Thinking about mechanisms across the sciences (2011)The Essential Tension (1977)National Science Education Standards (1995)Sociocultural approaches to learning and development: A Vygotskian framework (1996)Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011)Epistemologies in practice: Making scientific practices meaningful for students (2015)Qualitative Data Analysis: An Expanded Sourcebook (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Four case studies, six years later: Developing system thinking skills in junior high school and sustaining them over time (2010)The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1 (2012)Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014)The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019)Dual coding theory and education (1991)Where's the evidence that active learning works? (2006)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The laboratory in science education: Foundations for the twenty‐first century (2003)Enhancing the quality of argumentation in school science (2004)Students' questions: a potential resource for teaching and learning science (2008)Mechanisms in Science (2019)What Biological Functions Are and Why They Matter (2019)The Theory Crisis in Psychology: How to Move Forward (2021)
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References

  • 1984Learning How to Learn5,224 cited
  • 2000Thinking about Mechanisms3,183 cited
  • 2014Probing Understanding898 cited
  • 2013International Handbook of Research on Conceptual Change728 cited
  • 2013In Search of Mechanisms532 cited
  • 2001Role Functions, Mechanisms, and Hierarchy518 cited
  • 2006When mechanistic models explain512 cited
  • 2008Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science444 cited
  • 2007Reasoning across ontologically distinct levels: Students' understandings of molecular genetics264 cited
  • 2009A learning progression for deepening students' understandings of modern genetics across the 5th–10th grades251 cited
  • 2004Traits, genes, particles and information: re‐visiting students’ understandings of genetics250 cited
  • 2005How students learn: Science in the classroom241 cited
  • 1963Cognitive Structure and the Facilitation of Meaningful Verbal Learning1235 cited
  • 2000Students' cellular and molecular explanations of genetic phenomena221 cited
  • 2011Science Learning and Instruction219 cited

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1991
Anthropomorphism and teleology in reasoning about biological phenomena
195 cited

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