Learning Science and the Science of Learning

By R. Bybee. 2002

184 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4009ee011c72a68a9b46ff724976b829445d8df2

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. Paul A. Kirschner
2. John Sweller
3. Richard E. Clark
4. Fred Paas
5. Edward J. O'Brien
6. M. Çakır
7. Chin-Chung Tsai
8. Dianne J. Watters

In Education

1. Paul A. Kirschner
2. John Sweller
3. Richard E. Clark
4. Edward J. O'Brien
5. M. Çakır
6. Chin-Chung Tsai
7. Dianne J. Watters
8. James J. Watters

Citations in the corpus

• Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006, background): “Finally, Novak (1988), in noting that the major effort to improve secondary school science education in the 1950s and 1960s fell short of expectations, went so far as to say that the major obstacle that stood in the way of “revolutionary improvement of science education .”
• Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007, methodology): “In contrast to Schmidt et al. (2007) and Hmelo-Silver et al.”
• Taiwanese science students' and teachers' perceptions of the laboratory learning environments: Exploring epistemological gaps (2003, background): “Studies of students’ laboratory activities have reported that many students gain little insight from school laboratory activities, either about the major concepts involved or the process of knowledge construction (Novak 1988).”
• Elementary School Students’ Attitude toward Science and Related Variables (2016, unknown): “Novak (1988) suggested that rote learning prevents students' meaningful learning of new © 2016 iSER, International J. Sci. Env.”
• Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review (2008, background): “Organizational processes are essential for building conceptual networks (Novak, 1988).”
• Approaches to Learning by Students in the Biological Sciences: Implications for teaching (2007, background): “Learning environment research draws upon constructivist epistemologies, which posit that meaningful learning requires students to engage actively in assimilating new information into existing knowledge structures (Ausubel, 1968; Bruner, 1990; Novak, 1988).”
• Knowledge Revision Processes in Refutation Texts (2014, background): “Often, this previously acquired but incorrect knowledge is very robust, difficult to overcome, and can seriously hinder the acquisition of new knowledge (Carey, 2009; Chi, 2005; Clement, 1991; Novak, 1988; Trumper, 2001; Vosniadou & Brewer, 1992, 1994).”