Cited by 425Science Education and PedagogyEducational Strategies and EpistemologiesEvolution and Science Education

The DOI matches its Crossref record; 11 of the 12 references it cites were found in a registry or an index.

‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge

Carey, Susan, Evans, Risa, Honda, Maya, Jay, Eileen, Unger, Christopher·1989·International Journal of Science Education

Open this paper in CoChat — free account

Abstract

The research reported here focuses on grade 7 (12‐year‐old) students’ epistomological views prior to and after exposure to a teaching unit especially developed to introduce the constructivist view of science. A clinical interview was used to assess students’ understanding about the nature of scientific knowledge and inquiry. Students’ initial epistemological stance is that scientific knowledge is a passively acquired, faithful copy of the world, and that scientific inquiry is limited solely to observing rather than constructing explanations about nature. We found that it is possible to move students beyond this initial view.

Integrity signals

Registry

Crossref · 10.1080/0950069890110504

Cites

11 of 11 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

The growth of logical thinking: From childhood to adolescence.
Inhelder, B., & Piaget, J. (1958) · Basic Books · doi:10.1037/10034-000 · Cited by 4,607
Forms of intellectual and ethical development in the college years.
Perry, & William, G. (1970) · Cited by 1,840
Handbook of developmental psychology
Wolman, B. B., & Stricker, G. (1982) · Prentice Hall eBooks · Cited by 895
Reflective judgment: Concepts of justification and their relationship to age and education
Kitchener, K. S., & King, P. M. (1981) · Journal of Applied Developmental Psychology · doi:10.1016/0193-3973(81)90032-0 · Cited by 532
Toward a philosophically more valid science curriculum
Hodson, D. (1988) · Science Education · doi:10.1002/sce.3730720103 · Cited by 298
Development of an instrument to assess secondary school students understanding of the nature of scientific knowledge
Rubba, P. A., & Andersen, H. O. (1978) · Science Education · doi:10.1002/sce.3730620404 · Cited by 252
Social cognitive development
Howe, H. E., & Keasey, C. B. (1978) · University of Nebraska Press eBooks · Cited by 222
The Development of Problem-Solving Strategies
Kuhn, D., & Phelps, E. (1982) · Advances in child development and behavior · doi:10.1016/s0065-2407(08)60356-0 · Cited by 176
Development of concepts of self, mind, reality, and knowledge
Broughton, J. (1978) · New Directions for Child and Adolescent Development · doi:10.1002/cd.23219780106 · Cited by 160
Developmental Approaches to the Self
Lee, B., & Noam, G. G. (1983) · PATH in psychology series · doi:10.1007/978-1-4613-3614-3 · Cited by 45

Show all 12 references

Research works printed but not linked: 5

Broughton J. M., 1978, Social Cognition: New Directions for Child Development, 1
Klopfer L. E., 1970, TOUS: Test on Understanding Science (Form Jw)
Kuhn D., 1982, Advances in Child Development and Behaviour, 17
Kuhn D., 1988, The Development of Scientific Thinking Skills
Nadeau R., 1984, Epistemology and the Teaching of Science

Sorted by citations

Items 101–200 of 423

Taiwanese Gifted Students' Views of Nature of Science
Liu, S., & Lederman, N. G. (2002) · School Science and Mathematics · doi:10.1111/j.1949-8594.2002.tb17905.x · Cited by 77
Disagreeing about how to know: The instructional value of explorations into knowing
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2020) · Educational Psychologist · doi:10.1080/00461520.2020.1786387 · Cited by 80
Students’ Levels of Understanding Models and Modelling in Biology: Global or Aspect-Dependent?
Krell, M., zu Belzen, A. U., & Krüger, D. (2013) · Research in Science Education · doi:10.1007/s11165-013-9365-y · Cited by 75
Cognitive Pathways: Analysis of students' written texts for science understanding
Grimberg, B. I., & Hand, B. M. (2008) · International Journal of Science Education · doi:10.1080/09500690701704805 · Cited by 75
Students’ perceptions of the role of models in the process of science and in the process of learning
Chittleborough, G. D., Treagust, D. F., Mamiala, T. L., & Mocerino, M. (2005) · Research in Science & Technological Education · doi:10.1080/02635140500266484 · Cited by 75
How to Change Students‘ Conceptions of the Epistemology of Science
Meyling, H. (1997) · Science & Education · doi:10.1023/a:1017908916810 · Cited by 75
Conceptually enhanced simulations: A computer tool for science teaching
Snir, J., Smith, C., & Grosslight, L. (1993) · Journal of Science Education and Technology · doi:10.1007/bf00694526 · Cited by 75
Chapter 1: Cognition, Computers, and Synthetic Science: Building Knowledge and Meaning Through Modeling
Penner, D. E. (2000) · Review of Research in Education · doi:10.3102/0091732x025001001 · Cited by 148
Relations among three aspects of first‐year college students' epistemologies of science
Smith, C. L., & Wenk, L. (2006) · Journal of Research in Science Teaching · doi:10.1002/tea.20113 · Cited by 70
The Nature of Science and Science Education: A Bibliography
Bell, R. L., Abd‐El‐Khalick, F., Lederman, N. G., McComas, W. F., & Matthews, M. R. (2001) · Science & Education · doi:10.1023/a:1008712616090 · Cited by 69
Epistemic similarities between students' scientific and supernatural beliefs.
Shtulman, A. (2012) · Journal of Educational Psychology · doi:10.1037/a0030282 · Cited by 71
A Framework for Analyzing Evidence-Based Reasoning in Science Classroom Discourse
Furtak, E. M., Hardy, I., Beinbrech, C., Shavelson, R. J., & Shemwell, J. T. (2010) · Educational Assessment · doi:10.1080/10627197.2010.530553 · Cited by 70
Tracing Young Children's Scientific Reasoning
Tytler, R., & Peterson, S. (2003) · Research in Science Education · doi:10.1023/b:rise.0000005250.04426.67 · Cited by 67
Conceptual Change in Science and in the Learning of Science
Duschl, R. A., & Hamilton, R. J. (1998) · Springer eBooks · doi:10.1007/978-94-011-4940-2_61 · Cited by 67
Argumentation, critical thinking, nature of science and socioscientific issues: a dialogue between two researchers
Yacoubian, H. A., & Khishfe, R. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1449986 · Cited by 84
Assessing pupils' skills in experimentation
Hammann, M., Phan, T. T. H., Ehmer, M., & Grimm, T. (2008) · Journal of Biological Education · doi:10.1080/00219266.2008.9656113 · Cited by 64
Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning
Peffer, M. E., Beckler, M., Schunn, C. D., Renken, M. D., & Revak, A. (2015) · PLoS ONE · doi:10.1371/journal.pone.0120638 · Cited by 64
Current Topics in Children's Learning and Cognition
Kloos, H., Morris, B. J., & Amaral, J. L. (2012) · InTech eBooks · doi:10.5772/1162 · Cited by 64
From Understanding to Deference: Laypersons' and Medical Students' Views on Conflicts Within Medicine
Bromme, R., Thomm, E., & Wolf, V. (2013) · International Journal of Science Education Part B · doi:10.1080/21548455.2013.849017 · Cited by 65
Students’ Views About Secondary School Science Lessons: The Role of Practical Work
Toplis, R. (2011) · Research in Science Education · doi:10.1007/s11165-011-9209-6 · Cited by 76
Authentic Scientific Inquiry As Context For Teaching Nature Of Science: Identifying Critical Element
Schwartz, R., & Crawford, B. A. (2007) · Springer eBooks · doi:10.1007/978-1-4020-5814-1_16 · Cited by 61
A new look in representations for mathematics and science learning
Perkins, D. N., & Unger, C. (1994) · Instructional Science · doi:10.1007/bf00889521 · Cited by 60
Self-citation
From “Try It and See” to strategic exploration: Characterizing young children's scientific reasoning
Tytler, R., & Peterson, S. (2003) · Journal of Research in Science Teaching · doi:10.1002/tea.10126 · Cited by 60
The Relation of Story Structure to a Model of Conceptual Change in Science Learning
Klassen, S. (2009) · Science & Education · doi:10.1007/s11191-009-9212-8 · Cited by 61
Theory building and modeling in a sinking and floating unit: a case study of third and fourth grade students' developing epistemologies of science
Kawasaki, K., Herrenkohl, L. R., & Yeary, S. A. (2004) · International Journal of Science Education · doi:10.1080/0950069042000177226 · Cited by 62
Development of Scientific Thinking
Zimmerman, C., & Klahr, D. (2018) · Wiley eBooks · doi:10.1002/9781119170174.epcn407 · Cited by 62
Students' understanding of the nature and purpose of models
Gogolin, S., & Krüger, D. (2018) · Journal of Research in Science Teaching · doi:10.1002/tea.21453 · Cited by 57
Students' understanding of the co-ordination of theory and evidence in science
Leach, J. (1999) · International Journal of Science Education · doi:10.1080/095006999290291 · Cited by 57
A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-service Teachers the Nature of Science by Ostention
Smith, M. U., & Scharmann, L. C. (2006) · Science & Education · doi:10.1007/s11191-006-9009-y · Cited by 56
Cognitive Reflection Predicts Science Understanding.
Shtulman, A., & McCallum, K. (2014) · eScholarship (California Digital Library) · Cited by 55
Improving Students’ Conceptions of Nature of Science: A Review of the Literature
Khishfe, R. (2022) · Science & Education · doi:10.1007/s11191-022-00390-8 · Cited by 54
Science Stories and Science Texts: What can they do for our students?
Solomon, J. (2002) · Studies in Science Education · doi:10.1080/03057260208560178 · Cited by 54
Learners’ challenges in understanding and performing experiments: a systematic review of the literature
Kranz, J., Baur, A., & Möller, A. (2022) · Studies in Science Education · doi:10.1080/03057267.2022.2138151 · Cited by 96
Exploring the Development of Preservice Science Teachers’ Views on the Nature of Science in Inquiry-Based Laboratory Instruction
Özgelen, S., Tüzün, Ö. Y., & Hanuscin, D. L. (2012) · Research in Science Education · doi:10.1007/s11165-012-9321-2 · Cited by 55
Intelligent support for discovery learning
Veermans, K., Hal, H. I., & Veermans, K. H. (2002) · Cited by 51
Interpreting experimental data: the views of upper secondary school and university science students
Ryder, J., & Leach, J. (2000) · International Journal of Science Education · doi:10.1080/095006900429448 · Cited by 51
Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection
Lin, F., & Chan, C. K. K. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1435923 · Cited by 50
Scientific Inquiry Within Reach of Young Children
Metz, K. E. (1998) · Springer eBooks · doi:10.1007/978-94-011-4940-2_6 · Cited by 52
Universal Design for Learning: The More, the Better?
Roski, M., Walkowiak, M., & Nehring, A. (2021) · Education Sciences · doi:10.3390/educsci11040164 · Cited by 48
Understanding the nature of science and scientific progress: A theory-building approach
Chuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R., Hunsburger, W., Teplovs, C., & Chow, A. (2010) · Canadian Journal of Learning and Technology · doi:10.21432/t2gp4r · Cited by 50
A study of progression in learning about ‘the nature of science’: issues of conceptualisation and methodology
Leach, J., Driver, R., Millar, R., & Scott, P. (1997) · International Journal of Science Education · doi:10.1080/0950069970190202 · Cited by 48
Students' beliefs about conceptual knowledge in introductory physics
Hammer, D. (1994) · International Journal of Science Education · doi:10.1080/0950069940160402 · Cited by 48
Informative experimentation in intuitive science: Children select and learn from their own causal interventions
Lapidow, E. S., & Walker, C. M. (2020) · Cognition · doi:10.1016/j.cognition.2020.104315 · Cited by 46
Epistemological beliefs of students and teachers about the nature of science: from ‘baconian inductive ascent’ to the ‘irrelevance’ of scientific laws
Blanco, R., & Níaz, M. (1997) · Instructional Science · doi:10.1023/a:1002992204311 · Cited by 46
El estado actual de la naturaleza de la ciencia en la didáctica de las ciencias
Díaz, J. A. A. (2008) · Revista eureka sobre enseñanza y divulgación de las ciencias · doi:10.25267/rev_eureka_ensen_divulg_cienc.2008.v5.i2.02 · Cited by 45
Developing Epistemological Thinking to Foster Conceptual Change in Different Domains
Masón, L. (2006) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47637-1_16 · Cited by 45
Scaffolding open inquiry: How a teacher provides students with structure and space
Bjønness, B., & Kolstø, S. D. (2015) · Nordic Studies in Science Education · doi:10.5617/nordina.878 · Cited by 50
If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students During an Informal Science Education Program
Quigley, C. F., Pongsanon, K., & Akerson, V. L. (2010) · Journal of Science Teacher Education · doi:10.1007/s10972-009-9164-5 · Cited by 44
Perusing Padora's Box: Exploring The What, When, And How Of Nature Of Science Instruction
Bell, R. L. (2007) · Springer eBooks · doi:10.1007/978-1-4020-5814-1_19 · Cited by 43
Scientists’ Ontological and Epistemological Views about Science from the Perspective of Critical Realism
Yucel, R. (2018) · Science & Education · doi:10.1007/s11191-018-9983-x · Cited by 43
Assessment of argument in science education: a critical review of the literature
Sampson, V. D., & Clark, D. B. (2006) · International Conference of Learning Sciences · Cited by 43
ASSESSING STUDENTS’ EXPERIMENTATION PROCESSES IN GUIDED INQUIRY
Emden, M., & Sumfleth, E. (2014) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-014-9564-7 · Cited by 42
Lay Understanding of Science: Young People and Adults' Ideas of Scientific Concepts
Furnham, A. F. (1992) · Studies in Science Education · doi:10.1080/03057269208560003 · Cited by 42
Ideas About the Nature of Science Held by Undergraduate Atmospheric Science Students
Parker, L. C., Krockover, G. H., Lasher‐Trapp, S., & Eichinger, D. C. (2008) · Bulletin of the American Meteorological Society · doi:10.1175/2008bams2349.1 · Cited by 42
Science undergraduates’ and graduates’ epistemologies of science: the notion of interpretive frameworks
Thoermer, C., & Sodian, B. (2002) · New Ideas in Psychology · doi:10.1016/s0732-118x(02)00009-0 · Cited by 42
Examining the role of computer‐supported knowledge‐building discourse in epistemic and conceptual understanding
Lin, F., & Chan, C. K. K. (2018) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12261 · Cited by 41
Más allá del conocimiento: los desafíos epistemológicos y sociales de la enseñanza mediante el cambio conceptual
Duschl, R. A. (1995) · Enseñanza de las Ciencias Revista de investigación y experiencias didácticas · doi:10.5565/rev/ensciencias.4278 · Cited by 40
Promoting Pre‐experimental Activities in High‐school Chemistry: Focusing on the role of students’ epistemic questions
Neber, H., & Anton, M. (2008) · International Journal of Science Education · doi:10.1080/09500690701579546 · Cited by 39
Teaching About the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers’ Classroom Talk
Ryder, J., & Leach, J. (2006) · Science & Education · doi:10.1007/s11191-006-9007-0 · Cited by 39
How Lay Cognition Constrains Scientific Cognition
Shtulman, A. (2015) · Philosophy Compass · doi:10.1111/phc3.12260 · Cited by 39
Students’ Epistemological Awareness Concerning the Distinction between Science and Technology
Constantinou, C. P., Hadjilouca, R., & Papadouris, N. (2009) · International Journal of Science Education · doi:10.1080/09500690903229296 · Cited by 38
A comparison of problem-based learning and traditional lecture students' expectations and course grades in an introductory physics classroom
Şahin, M., & Yörek, N. (2009) · Scientific Research and Essays · doi:10.5897/sre.9000071 · Cited by 35
Changing the Pattern of Gendered Discussion: Lessons from Science Classrooms.
Guzzetti, B. J., & Williams, W. O. (1996) · Journal of Adolescent & Adult Literacy · Cited by 38
Comparison of nature of science representations in five Chinese high school physics textbooks
Zhuang, H., Xiao, Y., Liu, Q., Yu, B., Xiong, J., & Bao, L. (2021) · International Journal of Science Education · doi:10.1080/09500693.2021.1933647 · Cited by 37
Historical-Investigative Approaches in Science Teaching
Heering, P., & Höttecke, D. (2013) · Springer eBooks · doi:10.1007/978-94-007-7654-8_46 · Cited by 36
If We Teach Them, They Can Learn: Young Students Views of Nature of Science During an Informal Science Education Program
Quigley, C. F., Pongsanon, K., & Akerson, V. L. (2010) · Journal of Science Teacher Education · doi:10.1007/s10972-010-9201-4 · Cited by 36
Exploring the development of college students' epistemic views during their knowledge building activities
Hong, H., Chen, B., & Chai, C. S. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.03.005 · Cited by 41
Understanding Ecology Content Knowledge and Acquiring Science Process Skills Through Project-Based Science Instruction
Colley, K. E. (2006) · Science Activities · doi:10.3200/sats.43.1.26-33 · Cited by 36
Supporting Inquiry Processes with an Interactive Learning Environment: Inquiry Island
Eslinger, E., White, B. Y., Frederiksen, J. R., & Brobst, J. A. (2008) · Journal of Science Education and Technology · doi:10.1007/s10956-008-9130-6 · Cited by 38
Network Analysis of Beliefs About the Scientific Enterprise: A comparison of scientists, middle school science teachers and eighth-grade science students
Peters‐Burton, E. E., & Baynard, L. R. (2012) · International Journal of Science Education · doi:10.1080/09500693.2012.662609 · Cited by 37
The Analysis of Classroom Discourse: Elementary School Science Curricula Advancing Reasoning With Evidence
Hardy, I., Kloetzer, B., Möller, K., & Sodian, B. (2010) · Educational Assessment · doi:10.1080/10627197.2010.530556 · Cited by 34
Effectiveness of guided inquiry-based module to improve science process skills
Arantika, J., Saputro, S., & Mulyani, S. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1157/4/042019 · Cited by 34
Students’ Framings and Their Participation in Scientific Argumentation
Berland, L. K., & Hammer, D. (2011) · Springer eBooks · doi:10.1007/978-94-007-2470-9_5 · Cited by 34
Baroque Tower on a Gothic Base: A Lakatosian Reconstruction of Students' and Teachers' Understanding of Structure of the Atom
Blanco, R., & Níaz, M. (1998) · Science & Education · doi:10.1023/a:1008641112709 · Cited by 34
Justifying imagery: Multimedia support for learning through explanation
Smith, B. K., & Blankinship, E. (2000) · IBM Systems Journal · doi:10.1147/sj.393.0749 · Cited by 34
Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs
Huang, S.-K., Ge, X., & Eseryel, D. (2016) · Educational Technology Research and Development · doi:10.1007/s11423-016-9462-5 · Cited by 33
Models as Epistemic Artifacts for Scientific Reasoning in Science Education Research
Rost, M., & Knuuttila, T. (2022) · Education Sciences · doi:10.3390/educsci12040276 · Cited by 33
Enfoques explícitos versus implícitos en la enseñanza de la naturaleza de la ciencia
Acevedo-Díaz, J. A. (2009) · Revista eureka sobre enseñanza y divulgación de las ciencias · doi:10.25267/rev_eureka_ensen_divulg_cienc.2009.v6.i3.04 · Cited by 33
Middle-School Students’ Reasoning About Alternative Hypotheses in a Scaffolded, Software-Based Inquiry Investigation
Kyza, E. Α. (2009) · Cognition and Instruction · doi:10.1080/07370000903221718 · Cited by 33
Evidentiary Competence: Sixth Graders' Understanding for Gathering and Interpreting Evidence in Scientific Investigations
Jeong, H., Songer, N. B., & Lee, S.-Y. (2006) · Research in Science Education · doi:10.1007/s11165-006-9014-9 · Cited by 33
A Look into Students’ Retention of Acquired Nature of Science Understandings
Khishfe, R. (2015) · International Journal of Science Education · doi:10.1080/09500693.2015.1049241 · Cited by 32
Scaffolding the “Scaffolding” Metaphor: From Inspiration to a Practical Tool for Kindergarten Teachers
Eshach, H., Dor-Ziderman, Y., & Arbel, Y. (2011) · Journal of Science Education and Technology · doi:10.1007/s10956-011-9323-2 · Cited by 36
Model based reasoning and the learning of counter-intuitive science concepts
Vosniadou, S. (2013) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037013804826519 · Cited by 34
The Science-P Reasoning Inventory (SPR-I): measuring emerging scientific-reasoning skills in primary school
Osterhaus, C., Koerber, S., & Sodian, B. (2020) · International Journal of Science Education · doi:10.1080/09500693.2020.1748251 · Cited by 30
Scientific reasoning and views on the nature of scientific inquiry: testing a new framework to understand and model epistemic cognition in science
Reith, M., & Nehring, A. (2020) · International Journal of Science Education · doi:10.1080/09500693.2020.1834168 · Cited by 33
Evolution and nature of science instruction
Scharmann, L. C. (2018) · Evolution Education and Outreach · doi:10.1186/s12052-018-0088-4 · Cited by 33
Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science
Schellinger, J., Mendenhall, A., Alemanne, N. D., Southerland, S. A., Sampson, V. D., & Marty, P. F. (2019) · Journal of Science Education and Technology · doi:10.1007/s10956-019-09771-1 · Cited by 29
Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs
Chi, S., Wang, Z., & Liu, X. (2021) · International Journal of Science Education · doi:10.1080/09500693.2021.1968532 · Cited by 31
Evidence and Warrants for Belief in a College Astronomy Course
Brickhouse, N. W., Dagher, Z. R., Shipman, H. L., & Letts, W. J. (2002) · Science & Education · doi:10.1023/a:1019693819079 · Cited by 28
Teaching and learning about energy in middle school: an argument for an epistemic approach
Constantinou, C. P., & Papadouris, N. (2012) · Studies in Science Education · doi:10.1080/03057267.2012.726528 · Cited by 28
Children's observations, ideas, and the development of classroom theories about light
Brickhouse, N. W. (1994) · Journal of Research in Science Teaching · doi:10.1002/tea.3660310606 · Cited by 28
Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle
Schiefer, J., Golle, J., Tibus, M., & Oschatz, K. (2019) · Journal of Advanced Academics · doi:10.1177/1932202x18825152 · Cited by 32
Practical reasoning and decision making in science: Struggles for truth
Duschl, R. A. (2020) · Educational Psychologist · doi:10.1080/00461520.2020.1784735 · Cited by 28
Moving beyond the lone scientist: Helping 1st-grade students appreciate the social context of scientific work using stories about scientists
Sharkawy, A. (2009) · Journal of Elementary Science Education · doi:10.1007/bf03174716 · Cited by 27
Experimentieren als Problemlösen: Lässt sich das SDDS- Modell nutzen, um unterschiedliche Dimensionen beim Experimentieren zu messen?
Hammann, M., Phan, T. H., & Bayrhuber, H. (2008) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-90865-6_3 · Cited by 27
Designing Knowledge Representations for Learning Epistemic Practices of Science.
Sandoval, W. A., Bell, P., Coleman, E. B., Enyedy, N., & Suthers, D. D. (2000) · ScholarSpace (University of Hawaii at Manoa) · Cited by 25
Theory of Mind, Personal Epistemology, and Science Learning: Exploring Common Conceptual Components
Kyriakopoulou, N., & Vosniadou, S. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01140 · Cited by 24
Modelling between epistemological beliefs and constructivist learning environment
Çetin‐Dindar, A., Kırbulut, Z. D., & Boz, Y. (2014) · European Journal of Teacher Education · doi:10.1080/02619768.2014.944614 · Cited by 25
Promoting Experimental Problem-solving Ability in Sixth-grade Students Through Problem-oriented Teaching of Ecology: Findings of an intervention study in a complex domain
Roesch, F., Nerb, J., & Rieß, W. (2015) · International Journal of Science Education · doi:10.1080/09500693.2014.1000427 · Cited by 25
Concept Maps as Tools for Assessing Students' Epistemologies of Science
Borda, E. J., Burgess, D. J., Plog, C. J., DeKalb, N. C., & McLeod, M. L. (2009) · Western CEDAR (Western Washington University) · Cited by 25

Authors: Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C.
Affiliations: Harvard University (US)
ORCID: Carey, Susan
Venue: International Journal of Science Education
Publisher: Informa UK Limited
Published: 1989-11
Volume: 11
Issue: 5
Pages: 514-529
ISSN: 0950-0693 (ISSN-L)
1464-5289
DOI: 10.1080/0950069890110504
OpenAlex: W2107324590
Cited by: 425
References: 12
Citations by year: 2026: 3 · 2025: 7 · 2024: 8 · 2023: 7 · 2022: 7 · 2021: 11 · 2020: 11 · 2019: 12 · 2018: 19 · 2017: 11 · 2016: 13 · 2015: 22 · 2014: 19 · 2013: 21 · 2012: 18
FWCI: 20.61
Type: journal article
Language: en
Open access: closed
Locations: International Journal of Science Education (publishedVersion)
University of New Hampshire Scholars Repository (University of New Hampshire at Manchester) (submittedVersion)
Funders: Massachusetts Institute of Technology
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
Keywords: epistemological beliefs, nature of scientific knowledge, scientific inquiry, constructivism, constructivist teaching, seventh grade students, secondary school science, student understanding of science, clinical interview

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks