Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods

By D. Hodson. 2014

390 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fe733d246c478162c4e307de2a44b40c23a33e67

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. Andrew McConney
2. Mary Oliver
3. A. Woods-McConney
4. Sam Sims
5. John Jerrim

In Education

1. Andrew McConney
2. Mary Oliver
3. A. Woods-McConney
4. Sam Sims
5. M. Oliver
6. John Jerrim

Citations in the corpus

• The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019, background): “Nevertheless, given recent research suggesting that inquiry comprises several distinguishable conceptual and pedagogical aspects (Furtak et al. 2012; Hodson 2014) that have been shown to be differentially effective in learning and teaching science (Capps and Crawford 2013; Furtak et al. 2012), we…”
• The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (2019, background): “4 The value of inquiry-based teaching is however strongly contested (Hodson, 2014; Kirschner, Sweller & Clark, 2006; Zhang, 2016).”