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  1.  3
    Humanised Science Teaching and School Science Textbooks.Douglas P. Newton - 1986 - Educational Studies 12 (1):3-15.
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  2.  8
    Showing Movement in Children's Pictures: A Study of the Effectiveness of Some Non‐Mimetic Representations of Motion.Douglas P. Newton - 1984 - Educational Studies 10 (3):255-261.
    (1984). Showing Movement in Children's Pictures: a study of the effectiveness of some non‐mimetic representations of motion. Educational Studies: Vol. 10, No. 3, pp. 255-261.
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  3.  25
    Knowledge Development at the Time of Use: A Problem‐Based Approach to Lesson Planning in Primary Teacher Training in a Low Knowledge, Low Skill Context.Douglas P. Newton & Lynn D. Newton - 2009 - Educational Studies 35 (3):311-321.
    Primary school teachers generally have to teach several subjects. Their training, however, is often fairly short and it is tempting to force‐feed them with everything they need to know to teach these subjects. It is more realistic to accept that a short course cannot do everything. Instead, it would be better to equip these students with skills that help them cope when their initial knowledge is weak. This study describes a problem‐based learning approach to skill development in science lesson planning (...)
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  4.  7
    Using Analogy to Help Young Children Understand.Douglas P. Newton & Lynn D. Newton - 1995 - Educational Studies 21 (3):379-393.
    Analogies offer conceptual models for supporting the development of understanding. Contrary to some expectations, there is growing evidence that young children can reason analogically. Much of this evidence comes from experiments intended to test psychological theories. This study aimed to gauge the practical potential of analogy in topics often considered by teachers difficult for young children to understand. Aspects of young children's understanding of current electricity were compared in two conditions, namely with and without an analogy . The results indicated (...)
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  5.  6
    Knowing What Counts as Understanding in Different Disciplines: Some 10-Year-Old Children's Conceptions.Douglas P. Newton - 1999 - Educational Studies 25 (1):35-54.
    Understanding is not of the same kind in all contexts. Children learn the kind of understanding that is appropriate in particular contexts largely through a process of enculturation. This study examines some aspects of 10-year-old children's conceptions of understanding. There was evidence that they had admissible conceptions of understanding in general but may be unable to distinguish unaided between the kinds of understanding that are relevant in different disciplines. An explicit attention to enculturation in lesson plans may be of benefit (...)
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  6.  5
    The Role of Pictures in Learning to Read.Douglas P. Newton - 1995 - Educational Studies 21 (1):119-130.
    The one constant aspect of children's books is that they include pictures. It is known that pictures can hinder some aspects of the development of reading skills in young children. Yet, in other ways they may serve a supportive function. The situation is not a simple one since what is seen as unsupportive in one approach to teaching reading may be supportive in another. When and where pictures might provide support is considered.
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  7.  11
    Relevance and Science Education.Douglas P. Newton - 1988 - Educational Philosophy and Theory 20 (2):7–12.
  8.  8
    Pictures in Books for Children at Key Stage 1: An Analysis.Douglas P. Newton - 1992 - Educational Studies 18 (3):253-265.
    The Department of Education and Science provided a graded list of books for pupils at Key Stage 1. These books tend to include pictures. Pictures have the potential to offer information which might be difficult to provide briefly or meaningfully in simple language. The pictures of the books on the DES booklist were analysed in order to gauge some aspects of their potential. It was found that, while most might serve as a second line of communication to facilitate the construction (...)
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