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Engaging Students in Science: The Potential Role of “Narrative Thinking” and “Romantic Understanding”
16 references·0 citing·37 second hop
Engaging Students in Science: The Potential Role of “Narrative Thinking” and “Romantic Understanding” (2019)Engaging Students in Science: The Potenti…International Handbook of Research in History, Philosophy and Science Teaching (2014)International Handbook of Res…The storytelling animal: how stories make us human (2012)The storytelling animal: how …The Role of Narrative in Communicating Science (2009)The Role of Narrative in Comm…Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction (2005)Current Realities and Future …An imaginative approach to teaching (2005)An imaginative approach to te…Language and Literacy in Science Education (2001)Language and Literacy in Scie…The Educated Mind (1997)The Educated MindHandbook of research on science teaching and learning (1995)Handbook of research on scien…Science teaching : the role of history and philosophy of science (1994)Science teaching : the role o…Romanticism and the Sciences (1992)Romanticism and the SciencesThe Narrative Construction of Reality (1991)The Narrative Construction of…Actual Minds, Possible Worlds (1986)Actual Minds, Possible WorldsMathematics and Science Learning: A New Conception (1983)Mathematics and Science Learn…The Value of Narrativity in the Representation of Reality (1980)The Value of Narrativity in t…OBJECTIVE KNOWLEDGE: AN EVOLUTIONARY APPROACH (1973)OBJECTIVE KNOWLEDGE: AN EVOLU…Genetic Epistemology (1970)Genetic EpistemologyAccommodation of a scientific conception: Toward a theory of conceptual change (1982)A study of children's understanding of electricity in simple DC circuits (1984)A guide to introductory physics teaching (1990)The Good, the Bad, and the Ugly: The Many Faces of Constructivism (1995)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Improving science teachers' conceptions of nature of science: a critical review of the literature (2000)The Structure of Scientific Revolutions (1963)Frames of Mind: The Theory of Multiple Intelligences (1984)Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology (2000)Lesson planning and the student teacher: re‐thinking the dominant model (2006)Kolb's experiential learning model: critique from a modelling perspective (2010)Democracy and Education (2015)Reading for learning in the sciences (1984)Words, Science and Learning (1992)Examining the literacy component of science literacy: 25 years of language arts and science research (2003)How literacy in its fundamental sense is central to scientific literacy (2003)Teaching Scientific Practices: Meeting the Challenge of Change (2014)SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING (1998)Tacit Knowledge, Organizational Learning and Societal Institutions: An Integrated Framework (2000)Studies of expansive learning: Foundations, findings and future challenges (2010)Stories of Experience and Narrative Inquiry (1990)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)What Is Agency? (1998)Handbook of Interview Research (2001)Grounded Theory in Management Research (2003)Identification in Organizations: An Examination of Four Fundamental Questions (2008)Narrative configuration in qualitative analysis (1995)Methodology of the Oppressed (2010)The laboratory in science education: Foundations for the twenty‐first century (2003)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Where's the evidence that active learning works? (2006)Constructing Scientific Knowledge in the Classroom (1994)Cognitive and Situated Learning Perspectives in Theory and Practice (1999)Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education (2013)Information and Communication Technologies in Tourism 2014 (2013)Embers of society: Firelight talk among the Ju/’hoansi Bushmen (2014)The emotional arcs of stories are dominated by six basic shapes (2016)
this work references cited by second hop

References

  • 1986Actual Minds, Possible Worlds8,655 cited
  • 1991The Narrative Construction of Reality5,742 cited
  • 1980The Value of Narrativity in the Representation of Reality2,352 cited
  • 1995Handbook of research on science teaching and learning2,077 cited
  • 1973OBJECTIVE KNOWLEDGE: AN EVOLUTIONARY APPROACH1,633 cited
  • 1994Science teaching : the role of history and philosophy of science1,382 cited
  • 1970Genetic Epistemology1,307 cited
  • 2012The storytelling animal: how stories make us human955 cited
  • 2001Language and Literacy in Science Education822 cited
  • 1997The Educated Mind659 cited
  • 1983Mathematics and Science Learning: A New Conception436 cited
  • 1992Romanticism and the Sciences372 cited
  • 2005Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction365 cited
  • 2014International Handbook of Research in History, Philosophy and Science Teaching339 cited
  • 2005An imaginative approach to teaching328 cited
  • 2009The Role of Narrative in Communicating Science327 cited

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