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The Atom in the Chemistry Curriculum: Fundamental Concept, Teaching Model or Epistemological Obstacle?
16 references·3 citing·43 second hop
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References

  • 1959Personal Knowledge: Towards a Post-Critical Philosophy7,900 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1994Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition1,703 cited
  • 1960Personal Knowledge: Towards a Post-Critical Philosophy.1,440 cited
  • 1996Young people's images of science1,123 cited
  • 1992Conceptual Revolutions1,066 cited
  • 1994From things to processes: A theory of conceptual change for learning science concepts991 cited
  • 1991Understanding models and their use in science: Conceptions of middle and high school students and experts697 cited
  • 1982Children's science and its consequences for teaching581 cited
  • 1989Students’ conceptions and the learning of science553 cited
  • 1991A Twelve-Year Longitudinal Study of Science Concept Learning546 cited
  • 1982Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy517 cited
  • 1992Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules480 cited
  • 1975Objective Knowledge: An Evolutionary Approach.463 cited
  • 1996Secondary students' mental models of atoms and molecules: Implications for teaching chemistry

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439 cited
  • 1984The role of conceptual conflict in conceptual change and the design of science instruction424 cited
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    • 2013Representations of chemical bonding models in school textbooks – help or hindrance for understanding?79 cited
    • 2017The influence of textbooks on teachers’ knowledge of chemical bonding representations relative to students’ difficulties understanding65 cited
    • 2013Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science63 cited