Defining and Operationalizing Appropriation for Science Learning
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- Type
- article
- Published
- 2015-01-02
- Cited by
- 54
- References
- 45
- OpenAlex
- https://openalex.org/W1964214407
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:143097023
Keywords
Appropriation, Operationalization, Epistemology, Construct (python library), Discipline
References
- Verso una teoria locale dell'appropriazione nell'insegnamento/apprendimento della fisica
- Learning in the Cultural Process
- An interpretive scheme for analyzing the identities that students develop in mathematics classrooms
- Identity and Agency in Cultural Worlds
- The Individualized Society
- Individual and Sociocultural Views of Learning in Science Education
- Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action
- Appropriating Scientific Discourse: Findings from Language Minority Classrooms.
- How Students Learn from Multiple Contexts and Definitions: Proper Time as a Coordination Class.
- Forms of Productive Complexity as Criteria for Educational Reconstruction: The Design of a Teaching Proposal on Thermodynamics
- Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization
- TIME, SPACE, AND GRAVITATION.
- When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint
- What changes in conceptual change
- Encountering Productive Forms of Complexity in Learning Modern Physics
- What Kind of a Girl Does Science? The Construction of School Science Identities
- Students’ reasonings in thermodynamics
- Ontological Innovation and the Role of Theory in Design Experiments
- The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding
- Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom
Cited by
- Learning and knowing songs: a study of children as music teachers
- Identity and Positioning in Learning
- Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School
- Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change
- Improving the connection between the microscopic and macroscopic approaches to thermodynamics in high school
- Test on the effectiveness of the sum over paths approach in favoring the construction of an integrated knowledge of quantum physics in high school
- The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study
- The DNA Triangle and Its Application to Learning Meiosis
- Science of Complex Systems and Citizenship Skills: A Pilot Study with Adult Citizens
- Comparison of learning in two context-based university chemistry classes
- Identity, tools and existential spaces
- Disciplinary authenticity and personal relevance in school science
- Orchestration of classroom discussions that foster appropriation
- Appropriating a Climate Science Discourse About Uncertainty in Online Lessons
- Combining theory and practice to solve a common problem: a simple circuit for indoor plants watering
- Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning
- “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment
- Conceptualizing Authenticity and Relevance of Science Education in Interactional Terms
- Developing future-scaffolding skills through science education
- How does epistemological knowledge on modelling influence students' engagement in the issue of climate change?
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