High school students' ideas about theories and theory change after a biological inquiry unit

By William A. Sandoval, Kathryn Morrison. 2003

251 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/173880c09a7f1a477602e89f773b658ec2ce4bc6

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, result): “…instruction that include students’ understanding of the nature of science and the nature of knowledge has yielded more promising results (Bell, Lederman, & Abd-El-Khalick 2000; Passmore & Stewart, 2002; Sandoval & Morrison, 2003; Sandoval & Reiser, 2004; Scharmann, 2005; Sinatra et al., 2003).”
Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry (2006, background): “…resources, we considered that inquiry experiences by themselves have failed to foster greater understandings of the discipline (Meichtry, 1992; Sandoval & Morrison, 2003; Windschitl, 2004) and that explicit guidance about the methods and epistemology of science has proven effective for…”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “Several research studies report that students’ NOS conceptions are inconsistent among different contexts (Hammer, 1994; Roth & Roychoudhury, 1994; Sandoval & Morrison, 2003; Solomon, Duveen, & Scott, 1994).”
How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics (2012, background): “Students often do not fully recognize that scientific knowledge was created by people; if they do know, they think that only unusually smart people can “do” science (Carey, Evans, Honda, Jay, & Unger, 1989; Dweck, 2010; Sandoval & Morrison, 2003; Schoenfeld, 1988).”
The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, methodology): “…inquiry- based activities, without the addition of deliberately focused (explicit) NOS instruction, with results from many reviewed studies (e.g., Sandoval & Morrison, 2003; Schwartz, Lederman, & Thompson, 2001) indicating that implicit approaches are generally not successful in developing…”
Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle (2006, methodology): “Hammer (1991, 1994) conducted interviews of six students enrolled in introductory physics and through qualitative methods, posited a framework comprised of three dimensions similar in several respects to Schommer’s (1990). Following another aspect of Perry’s (1970) approach, Hammer attended closely ”
Developing Learning Theory by Refining Conjectures Embodied in Educational Designs (2004, background): “At the same time, research from science education consistently shows that students have naive ideas about how science is done and of the nature of scientific knowledge (a brief review can be found in Sandoval & Morrison, 2003).”
Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, background): “However, merely engaging students with authentic inquiry is not sufficient to foster their NOS understandings (Abd-El-Khalick and Lederman 2000a; Khishfe and Abd-El-Khalick 2002; Sandoval and Morrison 2003; Yacoubian and BouJaoude 2010).”
Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, methodology): “This is in contrast to recent studies that examine students’ formal epistemological conceptions in connection with inquiry interventions (e.g., Khishfe & Abd-El-Khalick, 2002; Linn & Songer, 1993; Meichtry, 1992; Sandoval & Morrison, 2003; Windschitl & Andre, 1998).”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, background): “Although only a few studies have undertaken to advance participants’ epistemological understanding as a goal (Khishfe & Abd-El-Khalick, 2002; Sandoval & Morrison, 2003; Smith et al., 2000), a broadly held view has been that dense engagement in knowledge-building activities is the most likely path…”
Darwin's missing link—a novel paradigm for evolution education (2006, background): “Curricula developers have produced some excellent examples that help learners deal with alternative conceptions and enhance understanding of natural selection, often using realworld data sets (Sandoval & Reiser, 2003).”
Disentangling Robust Developmental Constraints From the Instructionally Mutable: Young Children's Epistemic Reasoning About a Study of Their Own Design (2011, background): “This context sensitivity of epistemic reasoning has been extensively documented in adolescents and young adults (eg, Hammer & Elby, 2001 ; Leach et al, 2000 ; Roth & Roychoudhury, 1994 ; Sandoval & Morrison, 2003 ).”