Key word "scientific concepts"

Publications Found: 9 · Show All Abstracts

Bächtold M. (2013) What do students “construct” according to constructivism in science education? Research in Science Education 43(6): 2477–2496. Fulltext at https://cepa.info/4653
Boden M. A. (2010) Against Constructivism. Constructivist Foundations 6(1): 84–89. Fulltext at https://constructivist.info/6/1/084
Egner H. (2017) Neither realism nor anti-realism: How to approach the anthropocene? In: Kanzian C., Kletzl S., Mitterer J. & Neges K. (eds.) Realism – relativism – constructivism. De Gruyter, Berlin: 153–165.
Elby A. (2000) What students’ learning of representations tells us about constructivism. Journal of Mathematical Behavior 19(4): 481–502. Fulltext at https://cepa.info/4657
Füllsack M. (2016) Circularity and the Micro-Macro-Difference. Constructivist Foundations 12(1): 1–10. Fulltext at https://cepa.info/3791
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.
Howe A. C. (1996) Development of science concepts within a Vygotskian framework. Science Education 80(1): 35–51.
Shymansky J. & Matthews C. (1993) Focus on children’s ideas about science – An integrated program of instructional planning and teacher enhancement from the constructivist perspective. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. Fulltext at https://cepa.info/7251
Slater A. (2020) Autopoiesis between literature and science: Maturana, Varela, Cervantes. In: Collective T. T. (ed.) The Palgrave handbook of twentieth and twenty-first century literature and science. Palgrave Macmillan, Cham: 283–308. Fulltext at https://cepa.info/7849
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