Science Education: Integrating Views of Learning and Instruction

By Marcia C. Linn, B. Eylon. 2006

211 citations recorded by the source corpus.

How researchers see this paper

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

The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “In addition, science education now involves an array of stakeholders (e.g., scientists, teachers, policymakers and cognitive scientists), all of whom provide unique perspectives on scientific knowledge that affect how science education is delivered in schools (Linn & Eylon, 2006).”
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence (2008, background): “…be effectively addressed if science instruction helps students to articulate their full array of ideas, add new ideas that are normative and compelling, develop criteria to distinguish between these ideas, and form a more coherent and consistent view of scientific phenomena (Linn & Eylon, 2006).”
Handbook of Research on Learning and Instruction (2011, methodology): “Beginning in the 1930s, research examining motor skill learning focused on the development of objective tests of motor ability and educability and the identification of critical variables that enhance learning and performance.”
Can generating representations enhance learning with dynamic visualizations (2011, methodology): “Assessments were scored based on the knowledge integration framework (Linn et al., 2006).”