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  1. An Explicit and Reflective Approach to the Use of History to Promote Understanding of the Nature of Science.David W. Rudge & Eric M. Howe - 2009 - Science & Education 18 (5):561-580.
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  • Tensions Between Learning Models and Engaging in Modeling.Candice Guy-Gaytán, Julia S. Gouvea, Chris Griesemer & Cynthia Passmore - 2019 - Science & Education 28 (8):843-864.
    The ability to develop and use models to explain phenomena is a key component of the Next Generation Science Standards, and without examples of what modeling instruction looks like in the reality of classrooms, it will be difficult for us as a field to understand how to move forward in designing curricula that foreground the practice in ways that align with the epistemic commitments of modeling. In this article, we illustrate examples drawn from a model-based curriculum development project to problematize (...)
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  • How Children’s Cognitive Reflection Shapes Their Science Understanding.Andrew G. Young & Andrew Shtulman - 2020 - Frontiers in Psychology 11.
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  • Teorie emergenti in campo bioeducativo.Flavia Santoianni - 2018 - Research Trends in Humanities Education & Philosophy 5:12-21.
    Da quasi un secolo la pedagogia si trova a dover affrontare il problema di inquadrare la propria relazione con la biologia nello spazio pedagogico. Sarà l'introduzione della variabile culturale a complessificare la relazione pedagogia e biologia sino a renderla accettabile nel panorama pedagogico italiano. In questa ricerca gli elementi individuali e sociali, naturali e contestuali, biologici e culturali vengono a interagire nello stesso entanglement producendo la nascita delle scienze bioeducative. L'ingresso delle scienze bioeducative nel panorama pedagogico dell'inizio del Duemila è (...)
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  • “Strange Trajectories”: Naive Physics, Epistemology and History of Science.Francesco Crapanzano - 2018 - Transversal: International Journal for the Historiography of Science 5:49-65.
    In the 1980s naive physics almost suddenly became a field of research for physicists interested in teaching and experimental psychologists. Such research, however, was limited to accurately recording the bizarre Aristotelian responses of “layman” struggling with simple physics issues. Another research on this topic is that one of phenomenological origin: starting from the studies of the psychologist of perception Paolo Bozzi naive physics had entered the laboratory, and he was the first to find that the physical knowledge of the adult (...)
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  • Resources for Research on Analogy: A Multi-Disciplinary Guide.Marcello Guarini, Amy Butchart, Paul Simard Smith & Andrei Moldovan - 2009 - Informal Logic 29 (2):84-197.
    Work on analogy has been done from a number of disciplinary perspectives throughout the history of Western thought. This work is a multidisciplinary guide to theorizing about analogy. It contains 1,406 references, primarily to journal articles and monographs, and primarily to English language material. classical through to contemporary sources are included. The work is classified into eight different sections (with a number of subsections). A brief introduction to each section is provided. Keywords and key expressions of importance to research on (...)
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  • Conceptual Change.Paul Thagard - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
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  • Theory Versions Instead of Articulations of a Paradigm.Ruey-lin Chen - 2000 - Studies in History and Philosophy of Science Part A 31 (3):449-471.
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  • Kuhn and Conceptual Change: On the Analogy Between Conceptual Changes in Science and Children.Christian Greiffenhagen & Wendy Sherman - 2008 - Science & Education 17 (1):1-26.
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  • Categorization, Anomalies and the Discovery of Nuclear Fission.Hanne Andersen - 1996 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 27 (4):463-492.
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  • Science and Common Sense: Perspectives From Philosophy and Science Education.Sara Green - 2019 - Synthese 196 (3):795-818.
    This paper explores the relation between scientific knowledge and common sense intuitions as a complement to Hoyningen-Huene’s account of systematicity. On one hand, Hoyningen-Huene embraces continuity between these in his characterization of scientific knowledge as an extension of everyday knowledge, distinguished by an increase in systematicity. On the other, he argues that scientific knowledge often comes to deviate from common sense as science develops. Specifically, he argues that a departure from common sense is a price we may have to pay (...)
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  • Cultural Factors in the Origin and Remediation of Alternative Conceptions in Physics.Gerard D. Thijs & E. D. Van Den Berg - 1995 - Science & Education 4 (4):317-347.
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  • History of Science and Conceptual Change: The Formation of Shadows by Extended Light Sources.Christos Dedes & Konstantinos Ravanis - 2009 - Science & Education 18 (9):1135-1151.
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  • Probing Pre- and In-Service Physics Teachers’ Knowledge Using the Double-Slit Thought Experiment.Mervi A. Asikainen & Pekka E. Hirvonen - 2014 - Science & Education 23 (9):1811-1833.
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  • Revisiting the Pressure-Volume Law in History-What Can It Teach Us About the Emergence of Mathematical Relationships in Science?Kevin C. de Berg - 1995 - Science & Education 4 (1):47-64.
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  • Should Physicists Preach What They Practice?Nancy J. Nersessian - 1995 - Science & Education 4 (3):203-226.
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  • Joint Acceptance and Scientific Change: A Case Study.Hanne Andersen - 2010 - Episteme 7 (3):248-265.
    Recently, several scholars have argued that scientists can accept scientific claims in a collective process, and that the capacity of scientific groups to form joint acceptances is linked to a functional division of labor between the group members. However, these accounts reveal little about how the cognitive content of the jointly accepted claim is formed, and how group members depend on each other in this process. In this paper, I shall therefore argue that we need to link analyses of joint (...)
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  • Genetic Epistemology, History of Science and Science Education.Creso Franco & Dominique Colinvaux-De-Dominguez - 1992 - Science & Education 1 (3):255-271.
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  • History, Philosophy, and Science Teaching: The Present Rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
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  • History of Physics as a Tool to Detect the Conceptual Difficulties Experienced by Students: The Case of Simple Electric Circuits in Primary Education.Matteo Leone - 2014 - Science & Education 23 (4):923-953.
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  • Darwin’s Difficulties and Students’ Struggles with Trait Loss: Cognitive-Historical Parallelisms in Evolutionary Explanation.Minsu Ha & Ross H. Nehm - 2014 - Science & Education 23 (5):1051-1074.
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  • Science Is Awe-Some: The Emotional Antecedents of Science Learning.Piercarlo Valdesolo, Andrew Shtulman & Andrew S. Baron - 2017 - Emotion Review 9 (3):215-221.
    Scientists from Einstein to Sagan have linked emotions like awe with the motivation for scientific inquiry, but no research has tested this possibility. Theoretical and empirical work from affective science, however, suggests that awe might be unique in motivating explanation and exploration of the physical world. We synthesize theories of awe with theories of the cognitive mechanisms related to learning, and offer a generative theoretical framework that can be used to test the effect of this emotion on early science learning.
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