SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Didactics and didactic models in science education
16 references·0 citing·42 second hop
Didactics and didactic models in science education (2018)Didactics and didactic models in science …Scientific Literacy/Science Literacy (2013)Scientific Literacy/Science L…The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1 (2012)The Model of Educational Reco…Multimodality: A Social Semiotic Approach to Contemporary Communication (2009)Multimodality: A Social Semio…Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology (2005)Teaching and learning in the …Bridging the gap between research and practice (2005)Bridging the gap between rese…Defining an Identity The Evolution of Science Education as a Field of Research (2004)Defining an Identity The Evol…Meaning Making in Secondary Science Classrooms (2003)Meaning Making in Secondary S…Dramatic Science. A Critical Review of Drama in Science Education (2003)Dramatic Science. A Critical …Learning as discourse change: A sociocultural mechanism (2002)Learning as discourse change:…Elaborating a model of teacher professional growth (2002)Elaborating a model of teache…The Mangle of Practice: Time, Agency, and Science. (1996)The Mangle of Practice: Time,…Modeling as a basis for analyzing teaching-learning situations (1994)Modeling as a basis for analy…Talking science: language, learning, and values (1991)Talking science: language, le…Developing the concept of “curriculum emphases” in science education (1982)Developing the concept of “cu…Theorien und Modelle der Didaktik (1970)Theorien und Modelle der Dida…The teaching of science as enquiry (1962)The teaching of science as en…Educating the reflective practitioner (1987)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Learning: Legitimate Peripheral Participation. (1994)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Teacher professional development in Teaching and Teacher Education over ten years (2010)Conceptualizing Teacher Professional Learning (2011)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)The Art of Case Study Research (1996)A survey of search methodologies and automated system development for examination timetabling (2008)English Language Teachers' Conceptions of Research (2009)The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers (2009)Experience and Education (1986)Laboratory Life: The Construction of Scientific Facts (1986)Discourse and Social Change. (1993)Re-Imagining Science Education: Engaging Students in Science for Australia's Future (2007)“I don’t teach language” (2012)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Computer Support for Knowledge-Building Communities (1994)Eliciting Self‐Explanations Improves Understanding (1994)Establishing the norms of scientific argumentation in classrooms (2000)Distinction: A Social Critique of the Judgement of Taste* (2018)Women, Fire, and Dangerous Things (1987)Women, Fire, and Dangerous Things: What Categories Reveal about the Mind (1988)From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations (2018)Powerful knowledge, transformations and the need for empirical studies across school subjects (2018)The Bildung Theory—From von Humboldt to Klafki and Beyond (2020)Academic Ableism (2017)Translanguaging as a Practical Theory of Language (2017)Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations (2017)Learning to Teach Argumentation: Research and development in the science classroom (2005)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012)STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response (2014)Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung (2017)Scientific Literacy and Social Transformation (2021)Sociality with Objects (1997)Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter (2003)Service Innovation in the Digital Age: Key Contributions and Future Directions (2015)Students' questions: a potential resource for teaching and learning science (2008)Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching (2012)
this work references cited by second hop

References

  • 1991Talking science: language, learning, and values4,001 cited
  • 2009Multimodality: A Social Semiotic Approach to Contemporary Communication3,541 cited
  • 2002Elaborating a model of teacher professional growth2,500 cited
  • 2003Meaning Making in Secondary Science Classrooms1,284 cited
  • 2013Scientific Literacy/Science Literacy600 cited
  • 1996The Mangle of Practice: Time, Agency, and Science.521 cited
  • 2005Bridging the gap between research and practice371 cited
  • 2012The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1367 cited
  • 1962The teaching of science as enquiry346 cited
  • 2002Learning as discourse change: A sociocultural mechanism339 cited
  • 1982Developing the concept of “curriculum emphases” in science education239 cited
  • 2005Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology213 cited
  • 1970Theorien und Modelle der Didaktik197 cited
  • 2003Dramatic Science. A Critical Review of Drama in Science Education196 cited
  • 1994Modeling as a basis for analyzing teaching-learning situations194 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 2004Defining an Identity The Evolution of Science Education as a Field of Research145 cited
  • Cited by

    No citing works inside the corpus for this window.