Seeding Evolutionary Thinking by Engaging Children in Modeling Its Foundations.
By R. Lehrer, Leona Schauble. 2012
239 citations recorded by the source corpus.
Subfields: Education, History and Philosophy of Science
View Paper: https://www.semanticscholar.org/paper/95290db2978811bd1e81919bb0409c28a49315f8
How researchers see this paper
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In Education
- Vaughan Prain
- Russell Tytler
- Joseph Ferguson
- Radhika Gorur
- George Aranda
- Hannah Sevian
- D. Gillam
- Eve Manz
In History and Philosophy of Science
Citations in the corpus
- The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works (2015, background): “Even though studies in the area of science education have focused on the use of models and modeling as a way to support students in the learning of science (Dori et al. 2003; Lehrer and Schauble 2012; Mendonça and Justi 2013; Papaevripidou et al. 2007) or on the use of images (i.”
- A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, background): “Although there is no universal agreement about teaching the nature of science, there is a strong consensus about characteristics of the scientific enterprise that should be understood by an educated citizen [41-43].”
- Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, background): “…than regarding complexity and materiality as impediments to the development of knowledge, we frame ecological understanding as centrally involving the ability to navigate these aspects of the setting and impose order on them (Goodwin, 1994; Hutchins, 2012; Lehrer & Schauble, 2012; Manz, 2012).”
- Rethinking chemistry: a learning progression on chemical thinking (2014, background): “, 2009), the theory of evolution (Lehrer and Schauble, 2012), scientific argumentation (Berland and McNeill, 2010), and energy (Lacy et al.”
- Drawing to reason and learn in science (2020, methodology): “The representational redescription process (Lehrer & Schauble, 2012) involved in translating between and orchestrating the 3D torch-Earth model, the gestural and verbal temporal narrative involved in representing the seasons, and the annotated drawing, involved a complex selection and abstraction…”