Coming to terms: Addressing the persistence of “hands-on” and other reform terminology in the era of science as practice
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- Type
- article
- Published
- 2018-11-15
- Cited by
- 142
- References
- 62
- OpenAlex
- https://openalex.org/W2901696091
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:149615221
Keywords
Science education, Reform movement, Vision, National Science Education Standards, Terminology
References
- Learning Science and the Science of Learning
- The Design Tensions Framework
- The mangle of practice : time, agency, and science
- Engaging in Science: A Feeling for the Discipline
- Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method
- Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
- A Reassessment of the Effects of Inquiry-Based Science Curricula of the 60's on Student Performance.
- Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
- 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
- Studying science and engineering learning in practice
- The problem with answers: An exploration of guided scientific inquiry teaching
- A brief history of physics education in the United States
- Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work
- Effects of Autonomy-Supportive Teaching on Student Learning and Motivation
- Chapter 1: Redefining Disciplinary Learning in Classroom Contexts
- Reconstructing engineering from practice
- Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice
- Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom
- Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners
- Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations
Cited by
- Epistemic tools for science classrooms: The continual need to accommodate and adapt
- Managing uncertainty in scientific argumentation
- Not “hands on” but “minds on”: A response to Furtak and Penuel
- An invitation into an ongoing conversation: Revealing different perspectives on some of the fundamental assumptions of the work of Science Educators
- Odd ideas about learning science: A response to Osborne
- Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students’ Attitudes by Gender and Race/Ethnicity
- A deficit in shared practice: Reflections on Latour's “Down to Earth”
- Students’ use of observation in geology: towards ‘scientific observation’ in rock classification
- Scientific inquiry in TIMSS and PISA 2015: Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science
- An analysis of science instruction for the science practices: Examining coherence across system levels and components in current systems of science education in K‐8 schools
- From Inquiry-Based Science Education to the Approach Based on Scientific Practices
- Teacher and Parent Perspectives on Alignment to the Next Generation Science Standards Following Teacher Professional Development
- Features and trends of teaching strategies for scientific practices from a review of 2008–2017 articles
- Experiences, activities, and personal characteristics as predictors of engagement in STEM ‐focused summer programs
- Making Sense of Practices: Professional Development, Inquiry, and Science and Engineering Practices
- Contribution of Integrated Learning through STEM Education in ASEAN Countries
- A three-dimensional conceptualization of authentic inquiry-based practices: a reflective tool for science educators
- Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science
- Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences
- Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform
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