Publications in
“Science teaching”

Publications Found: 32 · Show All Abstracts · Highlight Matches

Appleton K. (1997) Analysis and description of students’ learning during science classes using a constructivist-based model. Journal of Research in Science Teaching 34(3): 303–318.
Ben-Ari M. (2001) Constructivism in computer science education. Journal of Computers in Mathematics and Science Teaching 20(1): 45–73. Fulltext at https://cepa.info/3080
Crowther D. T. (1999) Cooperating with constructivism. Journal of College Science Teaching 29(1): 17–23.
Desautels J. & Larochelle M. (1990) A constructivist pedagogical strategy: The epistemological disturbance (experiment and preliminary results). In: Herget D. E. (ed.) More history and philosophy of science in science teaching. Florida State University, Tallahassee FL: 236–257.
Duschl R. A. & Gitomer D. H. (1991) Epistemological perspectives on conceptual change: Implications for educational practice. Journal of Research in Science Teaching 28: 839–858.
Fosnot C. T. (1993) Rethinking science education: A defense of Piagetian constructivism. Journal of Research in Science Teaching 30(9): 1189–1201. Fulltext at https://cepa.info/2947
Glasson G. E. & Lalik R. V. (1993) Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers’ beliefs and practices. Journal of Research in Science Teaching 30: 187–207.
Good R. (1993) The many forms of constructivism. Editorial. Journal of Research in Science Teaching 30(9): 1015. Fulltext at https://cepa.info/2988
Gruender C. D. (1989) Some philosophical reflections on constructivism [Constructivism in media research: Concepts, criticism, consequences]. In: Herget D. E. (ed.) The history and philosophy of science in science teaching: Proceedings of the First International Conference on the History and Philosophy of Science in Science Teaching. Florida State University, Tallahassee: 170–176.
Harding P. & Hare W. (2000) Portraying science accurately in classrooms: Emphasizing open-mindedness rather than relativism. Journal of Research in Science Teaching 37(3): 225–236.
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