Exploring a process view of students' knowledge about the nature of science

By Kathleen Hogan. 2000

201 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a0d61f103803d879e64f06c4a363d6d59251cf68

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Contextual epistemic development in science: A comparison of chemistry students and research chemists (2006, background): “Within science education, many researchers have investigated peoples’ epistemologies of science (Carey & Smith, 1993; Hodson, 1985, 1988; Hogan, 2000; Leach et al., 2000; Linn & Songer, 1993; Strike & Posner, 1985).”
Comparing the Epistemological Underpinnings of Students' and Scientists' Reasoning about Conclusions. (2001, methodology): “Epistemological criteria are important because they can in¯uence reasoning by guiding the executive control processes of planning, monitoring, and evaluating (Hogan, 2000a; Metcalfe & Shimamura, 1994).”
Conceptual and Epistemic Aspects of Students' Scientific Explanations (2003, background): “This is different from, albeit related to, students’ beliefs about themselves as learners of science, or their beliefs about how science is learned (Hammer, 1994; Hogan, 2000).”
Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry (2004, background): “, 2000), and conflated with personal conceptions of the best ways to learn science (Hammer, 1994; Hogan, 2000).”
A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups (2011, background): “This component of the framework is designed to help students understand the types of criteria that are valued and used in science ( Hogan 2000; Kuhn and Reiser 2006; Sandoval 2003) and to provide tools that students can use to evaluate scientific explanations in a more productive manner (e.g., Schw”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “…more likely to rely on textbooks and standardised curriculum, use conventional text, minimise field experiences, and limit the role of hypothesis testing and thought experiments (Bell & Linn, 2002; Elby & Hammer, 2001; Hogan, 2000; Neber & Schommer-Aikins, 2002; Reiner & Gilbert, 2000; Tsai, 2001).”
Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle (2006, background): “…may not be a clean correspondence between how students respond to these questions and how they actually approach learning” (Hammer, 1994), so it is important to study the nature and role of epistemologies in everyday settings (Hogan, 2000; Roth & Roychoudhury, 1994; C. L. Smith et al., 2000).”
Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues (2010, background): “Hogan (2000), however, cautions in particular that measures should be carefully designed not to conflate knowledge with belief, and my concern is that the MATE can be criticized on similar grounds, conflating knowledge with acceptance.”
Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, background): “Hogan (2000) has suggested that students’ ideas about themselves as science learners are more likely to influence their efforts to learn science than their ideas about a distant formal science.”
The Relationship between Understanding of the Nature of Science and Practice: The influence of teachers’ beliefs about education, teaching and learning (2006, background): “Perspectives are changing, with work by Hogan (2000), in addition to that of Tsai and Gwimbi and Monk, showing how general understanding about the importance of teachers’ beliefs and life experience (Goodson, 1991; Nias, 1989; Woods, 1995) is becoming more influential in science education.”
Cognitive Comparisons of Students' Systems Modeling in Ecology (2001, background): “Underlying these recommendations are theory and evidence that students’ understanding of the nature of science can help frame their own approaches to doing science ( Hogan, 2000 ).”