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Contributions from Science Education Research

Overview of attention for book
Cover of 'Contributions from Science Education Research'

Table of Contents

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    Book Overview
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    Chapter 1 Interest in Science: Lessons and non-lessons from TIMSS and PISA
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    Chapter 2 Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science
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    Chapter 3 Girls and Physics: Dilemmas and Tensions
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    Chapter 4 Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students’ Learning
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    Chapter 5 Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena
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    Chapter 6 The Potential of Video Studies in Research on Teaching and Learning Science
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    Chapter 7 Pedagogical Content Knowledge: What Does it Mean to Science Teachers?
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    Chapter 8 Science Teachers’ PCK and Teaching Practice: Learning to Scaffold Students’ Open-inquiry Learning
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    Chapter 9 Physics in Context – A program for Improving Physics Instruction in Germany
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    Chapter 10 The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success
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    Chapter 11 A Beginners’ Module of Integrated Natural Science for Secondary Teacher Students: The result of an Educational Reconstruction Process over Three Iterations
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    Chapter 12 Learning Process Studies
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    Chapter 13 Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory
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    Chapter 14 Development of a Model of Formative Assessment
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    Chapter 15 Memorisation of Information from Scientific Movies
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    Chapter 16 Micro-organisms: Everyday Knowledge Predates and Contrasts with School Knowledge
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    Chapter 17 Using the Processes of Electrical Charge of Bodies as a Tool in the Assessment of University Students’ Learning in Electricity
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    Chapter 18 Representation and Learning about Evaporation
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    Chapter 19 Learning from the History and Philosophy of Science: Deficiencies in Teaching the Macroscopic Concepts of Substance and Chemical Change
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    Chapter 20 Non-Formal Science Teaching and Learning
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    Chapter 21 Adults’ Understanding of Analogy-based Exhibits in an Interactive Science Museum
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    Chapter 22 The Puppets Project: Using Puppets to Promote Engagement and Talk in Science
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    Chapter 23 Inquiring the Inquiry Laboratory in High School
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    Chapter 24 Developing Students’ Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom
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    Chapter 25 Towards a Validated Conception of Scientific Models
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    Chapter 26 The Development of Elementary Students’ Understanding of Complex Ecosystems Through a Model-Based Approach
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    Chapter 27 Effects of Model-Based Teaching on the Durability of Pre-Service Physics Teachers’ Conceptions of Lunar Events
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    Chapter 28 Learning and Teaching about Ecosystems Based on Systems Thinking and Modelling in an Authentic Practice
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    Chapter 29 Argumentation and the Learning of Science
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    Chapter 30 Students’ Argumentation in Group Discussions on a Socio-Scientific Issue
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    Chapter 31 Exemplary Teaching of Argumentation: A Case Study of Two Science Teachers
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    Chapter 32 What Can We Learn from a Study of Argumentation in the Students Answers and Group Discussion to Open Physics Problems?
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    Chapter 33 Evaluating Students’ Multimedia Science Design Projects in the Elementary Classroom
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    Chapter 34 Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects
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    Chapter 35 Visualizing the Quantum Atom
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    Chapter 36 Evaluation of the Hypermedia Learning Environment “Physics for Medical Students” Within two Different Settings
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    Chapter 37 The Role of Language in Learning Physics with Computer-based Multimedia
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Mentioned by

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Contributions from Science Education Research
Published by
Springer Science & Business Media, September 2007
DOI 10.1007/978-1-4020-5032-9
978-1-4020-5031-2, 978-1-4020-5032-9, 978-9-40-078730-8

Pintó, Roser, Couso, Digna

Twitter Demographics

The data shown below were collected from the profiles of 4 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 88 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Greece 2 2%
South Africa 1 1%
Turkey 1 1%
Switzerland 1 1%
United States 1 1%
Unknown 82 93%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 17 19%
Student > Master 11 13%
Student > Doctoral Student 10 11%
Researcher 8 9%
Professor > Associate Professor 7 8%
Other 20 23%
Unknown 15 17%
Readers by discipline Count As %
Social Sciences 38 43%
Physics and Astronomy 6 7%
Medicine and Dentistry 4 5%
Chemistry 4 5%
Agricultural and Biological Sciences 3 3%
Other 17 19%
Unknown 16 18%