The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science
By Perry D. Klein. 2006
163 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/7ef92d35db6699e0e51c341457cf2ef597162765
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
- Brian Hand
- Ying‐Chih Chen
- Vaughan Prain
- Soonhye Park
- Russell Tytler
- Andy Cavagnetto
- Perry D. Klein
- Christine D. Tippett
In Education
- Ying‐Chih Chen
- Brian Hand
- Soonhye Park
- Vaughan Prain
- Andy Cavagnetto
- Russell Tytler
- Christine D. Tippett
- Perry D. Klein
Citations in the corpus
- A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, background): “In reviewing recent accounts of cognition, Klein (2006) claimed that they form a coherent set, and represent a shift from earlier perspectives.”
- The Importance of Embedding Argument Within Science Classrooms (2012, background): “Klein (2006), in discussing the relative importance of first- and second-order cognitive science with respect to science literacy, also argues that there is no one position in terms of language that”
- Does Participation in Citizen Science Improve Scientific Literacy? A Study to Compare Assessment Methods (2011, unknown): “…Cross & Price, 1999; Durant & Thomas, 1992; Fuller, 2000; Gaskell, Wright, & O’Muircheartaigh, 1993; Gross, 1994; Irwin & Wynne, 1996; Jenkins, 2003; Klein, 2006; Lang, Drake, & Olson, 2006; Laugksch & Spargo, 1996; Maienschein, 1998, 1999; Mathewson, 1962; Miller, 1992, 1993, 1998, 2004; Miller…”
- Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change (2010, background): “There is growing recognition that recent accounts by cognitive scientists (Barsalou 1999; Clark 1997; Gee 2004; Klein 2006) of how learners learn pose significant challenges for these conceptually based understandings of learning in science.”
- Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, methodology): “Klein (2006) viewed the SWH approach as a contemporary reformed-approach to “accommodate students’ cognition and language, while preparing them to participate in disciplinary knowledge construction” (p. 171).”