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Designing for science: implications from everyday, classroom, and professional settings
0 references·16 citing·49 second hopsampled
Designing for science: implications from everyday, classroom, and professional settings (2001)Designing for science: implications from …Exploration, Explanation, and Parent–Child Interaction in Museums (2020)Exploration, Explanation, and…Supporting teachers to negotiate uncertainty for science, students, and teaching (2018)Supporting teachers to negoti…The Pandora Effect (2016)The Pandora EffectStyles of Scientific Reasoning: A Cultural Rationale for Science Education? (2016)Styles of Scientific Reasonin…A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016)A Framework for Conceptualizi…The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse (2013)The Effect of Argumentative T…Conceptual Change from the Framework Theory Side of the Fence (2013)Conceptual Change from the Fr…Young children's motivational beliefs about learning science (2008)Young children's motivational…What Scientists Say: Scientists’ views of nature of science and relation to science context (2008)What Scientists Say: Scientis…What Needs to Develop in the Development of Inquiry Skills? (2008)What Needs to Develop in the …Supporting young children's explanations through inquiry science in preschool (2008)Supporting young children's e…Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008)Beyond control of variables: …Scientific Thinking and Science Literacy (2007)Scientific Thinking and Scien…Chapter 1: Redefining Disciplinary Learning in Classroom Contexts (2006)Chapter 1: Redefining Discipl…Is Developing Scientific Thinking All About Learning to Control Variables? (2005)Is Developing Scientific Thin…Modeling Natural Variation Through Distribution (2004)Modeling Natural Variation Th…Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. 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(2010)Problem-Based Learning in K–12 Education (2011)Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Learning and instruction (1985)The Child's Theory of Mind (1990)Recent research on geometry education: an ICME-13 survey team report (2016)The Development of Students' Understanding of Science (2019)A Handbook of Child Psychology (1932)The growth of logical thinking: From childhood to adolescence. (1958)Factors Affecting the Implementation of Argument in the Elementary Science Classroom. 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(1956)Prospect Theory: An Analysis of Decision under Risk (1979)Prospect theory: An analysis of decision under risk (1988)Choosing the negative: A behavioral demonstration of morbid curiosity (2017)The Teasing Effect: An Underappreciated Benefit of Creating and Resolving an Uncertainty (2018)Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer (2019)Review of research in education (1973)Assessment and Classroom Learning (1998)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018)Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning (2019)Teaching with and teaching about technology – Evidence for professional development of in-service teachers (2020)Democracy and Education. (1917)The Modularity of Mind (1983)A framework to foster problem-solving in STEM and computing education (2019)Facilitating Diagnostic Competences in Simulations in Higher Education A Framework and a Research Agenda (2019)Science literacy in the twenty-first century: informed trust and the competent outsider (2024)
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  • 2006Chapter 1: Redefining Disciplinary Learning in Classroom Contexts320 cited
  • 2016Styles of Scientific Reasoning: A Cultural Rationale for Science Education?254 cited
  • 2004Modeling Natural Variation Through Distribution241 cited
  • 2005Is Developing Scientific Thinking All About Learning to Control Variables?229 cited
  • 2013Conceptual Change from the Framework Theory Side of the Fence219 cited
  • 2008What Scientists Say: Scientists’ views of nature of science and relation to science context218 cited
  • 2008Beyond control of variables: What needs to develop to achieve skilled scientific thinking?215 cited
  • 2016The Pandora Effect202 cited
  • 2008What Needs to Develop in the Development of Inquiry Skills?198 cited
  • 2016A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments184 cited
  • 2008Young children's motivational beliefs about learning science184 cited
  • 2007Scientific Thinking and Science Literacy172 cited
  • 2008Supporting young children's explanations through inquiry science in preschool166 cited
  • 2020Exploration, Explanation, and Parent–Child Interaction in Museums165 cited

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  • 2018Supporting teachers to negotiate uncertainty for science, students, and teaching165 cited
  • 2013The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse161 cited