The cognitive skill of theory articulation: A neglected aspect of science education?
Science & Education 1 (2):181-192 (1992)
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This article has no associated abstract. (fix it)DOI
10.1007/bf00572838
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Citations of this work
Eliciting Self‐Explanations Improves Understanding.Michelene T. H. Chi, Nicholas Leeuw, Mei‐Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
Eliciting Self-Explanations Improves Understanding.Michelene T. H. Chi, Nicholas De Leeuw, Mei-Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
The Relation of Story Structure to a Model of Conceptual Change in Science Learning.Stephen Klassen - 2010 - Science & Education 19 (3):305-317.
References found in this work
The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.
Punctuated Equilibria: An Alternative to Phyletic Gradualism.Niles Eldredge & Stephen Jay Gould - 1972 - In Thomas J. M. Schopf (ed.), Models in Paleobiology. Freeman Cooper. pp. 82-115.
Scientific Explanation.P. Kitcher & W. C. Salmon - 1992 - British Journal for the Philosophy of Science 43 (1):85-98.
Interpretation of Scientific or Mathematical Concepts: Cognitive Issues and Instructional Implications.Frederick Reif - 1987 - Cognitive Science 11 (4):395-416.
