A structural view on the emergence of a conception: Conceptual change as radical reconstruction of contexts.
- Published in:
- Science Education, 2010, v. 94, n. 4, p. 640, doi. 10.1002/sce.20377
- By:
- Publication type:
- Article
Works matching IS 00368326 AND DT 2010 AND VI 94 AND IP 4
Results: 9
1
2
Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction.
- Published in:
- Science Education, 2010, v. 94, n. 4, p. 577, doi. 10.1002/sce.20390
- By:
- Publication type:
- Article
3
“Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity.
- Published in:
- Science Education, 2010, v. 94, n. 4, p. 617, doi. 10.1002/sce.20399
- By:
- Publication type:
- Article
4
Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective.
- Published in:
- Science Education, 2010, v. 94, n. 4, p. 665, doi. 10.1002/sce.20382
- By:
- Publication type:
- Article
5
A pragmatist approach to meaning making in children's discussions about gravity and the shape of the earth.
- Published in:
- Science Education, 2010, v. 94, n. 4, p. 689, doi. 10.1002/sce.20384
- By:
- Publication type:
- Article
6
Facilitating family group inquiry at science museum exhibits.
- Published in:
- Science Education, 2010, v. 94, n. 4, p. 710, doi. 10.1002/sce.20387
- By:
- Publication type:
- Article
7
Controversy in the classroom: The democratic power of discussion.
- Published in:
- 2010
- By:
- Publication type:
- Book Review
8
Identity and the museum visitor experience.
- Published in:
- 2010
- By:
- Publication type:
- Book Review
9
Re-presenting the social construction of science in light of the propositions of Bruno Latour: For a renewal of the school conception of science in secondary schools.
- Published in:
- Science Education, 2010, v. 94, n. 4, p. 743, doi. 10.1002/sce.20376
- By:
- Publication type:
- Article