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The Psychology of Learning Science
0 references·16 citing·55 second hopsampled
The Psychology of Learning Science (2012)The Psychology of Learning ScienceAnalogy, higher order thinking, and education (2015)Analogy, higher order thinkin…Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge (2011)Pedagogical link‐making: a fu…Can generating representations enhance learning with dynamic visualizations? (2011)Can generating representation…The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter (2009)The impact of designing and e…Lakatos’ Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio‐scientific Issues (2008)Lakatos’ Scientific Research …Model Based Learning and Instruction in Science (2007)Model Based Learning and Inst…Teaching and Learning with Analogies (2006)Teaching and Learning with An…The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2005)The Challenges of Scientific …Inscriptional practices in two inquiry‐based classrooms: A case study of seventh graders' use of data tables and graphs (2005)Inscriptional practices in tw…WHAT RESEARCH TELLS US ABOUT USING ANALOGIES TO TEACH CHEMISTRY (2004)WHAT RESEARCH TELLS US ABOUT …Step-Wise Evolution of Mental Models of Electric C ircuits: A "Learning-Aloud" Case Study (2002)Step-Wise Evolution of Mental…The impact of teaching on students' definitions and explanations of astronomical phenomena (1998)The impact of teaching on stu…Does concept-oriented reading instruction increase strategy use and conceptual learning from text? (1998)Does concept-oriented reading…Patterns of conceptual change in evolution (1996)Patterns of conceptual change…Young People's understanding of science concepts: implications of cross-age studies for curriculum planning (1994)Young People's understanding …The concept map as a research tool: Exploring conceptual change in biology (1990)The concept map as a research…Schema induction and analogical transfer (1983)Conceptual Change in Childhood (1985)Metaphors We Live By (2003)Using Metaphor Theory to Examine Conceptions of Energy in Biology, Chemistry, and Physics (2012)Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study (2012)The ‘Great Divide’: How the Arts Contribute to Science and Science Education (2019)Democracy and Education. 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(1968)Naturalistic inquiry (1985)Case Study Research: Design and Methods (1991)A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2008)Pedagogical Affordances of Multiple External Representations in Scientific Processes (2012)Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016)Experimental and Quasi-Experimental Designs for Research (1963)Handbook on Formative and Summative Evaluation of Student Learning (1972)Learning How to Learn (1984)Influence of levels of information as presented by different technologies on students' understanding of acid, base, and ph concepts (1994)An exploratory study of the knowledge base for science teaching (1997)Concept maps as assessment in science inquiry learning - a report of methodology (2000)EQS : structural equations program manual (1989)Motivational and self-regulated learning components of classroom academic performance. 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(2016)Implementing the problem-based learning in order to improve the students’ HOTS and characters (2017)Making Sense of Generative Learning (2023)The Structure of Scientific Revolutions (1963)Introduction to Multiple Representations: Their Importance in Biology and Biological Education (2012)Why Ask Why? (2015)The Discovery of Grounded Theory (2017)
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  • 1990The concept map as a research tool: Exploring conceptual change in biology246 cited
  • 2015Analogy, higher order thinking, and education217 cited
  • 2009The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter162 cited
  • 1998Does concept-oriented reading instruction increase strategy use and conceptual learning from text?158 cited
  • 2011Can generating representations enhance learning with dynamic visualizations?152 cited
  • 2006Teaching and Learning with Analogies152 cited
  • 2007Model Based Learning and Instruction in Science151 cited
  • 2011Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge143 cited
  • 2005The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science142 cited
  • 2005Inscriptional practices in two inquiry‐based classrooms: A case study of seventh graders' use of data tables and graphs141 cited
  • 1996Patterns of conceptual change in evolution137 cited
  • 2004WHAT RESEARCH TELLS US ABOUT USING ANALOGIES TO TEACH CHEMISTRY116 cited
  • 1994Young People's understanding of science concepts: implications of cross-age studies for curriculum planning115 cited

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2008
Lakatos’ Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio‐scientific Issues
114 cited
  • 2002Step-Wise Evolution of Mental Models of Electric C ircuits: A "Learning-Aloud" Case Study111 cited
  • 1998The impact of teaching on students' definitions and explanations of astronomical phenomena109 cited