The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
On understanding the nature of scientific knowledge
Abstract
One important goal of science education is to help students understand the nature of the scientific enterprise itself. We review data from several sources, indicating that middle school and high school students have a common sense epistemology of science at variance with the constructivist epistemology we advocate as the appropriate curricular goal. We sketch the student epistemology and discuss two attempts to induce changes in it through science education.
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Citations
Cites
Judgment under Uncertainty: Heuristics and Biases
Tversky, A., & Kahneman, D. (1975) · Utility, Probability, and Human Decision Making · doi:10.1007/978-94-010-1834-0_8 · Cited by 22,650
Judgment under Uncertainty: Heuristics and Biases
(1982) · doi:10.1017/cbo9780511809477 · Cited by 8,240
Judgment under uncertainty: List of contributors
Kahneman, D. J., Slovic, P., & Tversky, A. (1982) · Cited by 4,670
Judgment under uncertainty: Causality and attribution
Kahneman, D. J., Slovic, P., & Tversky, A. (1982) · Cited by 4,670
The growth of logical thinking: From childhood to adolescence.
Inhelder, B., & Piaget, J. (1958) · Basic Books · doi:10.1037/10034-000 · Cited by 4,596
Forms of Intellectual and Ethical Development in the College Years; A Scheme
Perry, W. G. (1970) · Cited by 4,174
Wellman, H. M., Carey, S., Gleitman, L., Newport, E. L., & Spelke, E. S. (1990) · The MIT Press eBooks · doi:10.7551/mitpress/1811.001.0001 · Cited by 2,419
Self-citationForms of intellectual and ethical development in the college years.
Perry, & William, G. (1970) · Cited by 1,817
Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991) · Journal of Research in Science Teaching · doi:10.1002/tea.3660280907 · Cited by 695
Self-citationReflective 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 526
Cited by
Hofer, B. K., & Pintrich, P. R. (1997) · Review of Educational Research · doi:10.3102/00346543067001088 · Cited by 3,181
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394
Supporting and Promoting Argumentation Discourse in Science Education
Duschl, R. A., & Osborne, J. (2002) · Studies in Science Education · doi:10.1080/03057260208560187 · Cited by 1,161
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009) · Journal of Research in Science Teaching · doi:10.1002/tea.20311 · Cited by 1,155
Handbook of Research on Learning and Instruction
(2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 916
Metadata
- Authors
- Carey, S., & Smith, C.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1993-06
- Volume
- 28
- Issue
- 3
- Pages
- 235-251
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2066294578
- Cited by
- 377
- References
- 22
- FWCI
- 27.11
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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