Teaching Students ''Ideas-About-Science": Five Dimensions of Effective Practice

By Hannah Bartholomew, Jonathan Osborne, M. Ratcliffe. 2004

254 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3867d3f993fd765cb92f75966cc0360712d8de6d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Dietmar Höttecke
2. Cibelle Celestino Silva
3. J. Olson
4. Michael P. Clough
5. Stephen Klassen

In Education

1. Dietmar Höttecke
2. Cibelle Celestino Silva
3. J. Olson
4. Michael P. Clough
5. Stephen Klassen

In Social Psychology

1. Dietmar Höttecke
2. Cibelle Celestino Silva
3. Michael P. Clough

Citations in the corpus

• Building a Foundation for the Use of Historical Narratives (2007, methodology): “…model like the model developed by Monk & Osborne (1997) or the pedagogical practices for teaching ‘‘ideas-about-science’’ that have been identified by Bartholomew et al. (2004), there is little likelihood that students will be given opportunities to think and reason about the processes in which…”
• Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles (2011, background): “Bartholomew et al. (2004) have described five dimension of an effective practice for teaching ideas about science, which are also relevant for clarifying how demanding teaching about the NoS with HPS might be for teachers.”