J. Zhai

Education · with Jocz · 2014

A researcher in the Science corpus: 1 paper; trusts 2 researchers and is trusted by 0 researchers here, as inferred from the citation graph.

Subfields

Whom J. Zhai trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

  1. Mehmet Buldu
  2. R. Khishfe
  3. Jonathan Osborne
  4. B. Crawford
  5. Karin Ehrlén
  6. M. Brooks
  7. Norman G. Lederman
  8. V. Akerson
  9. Christine Chin
  10. Clark A. Chinn

Papers from J. Zhai's perspective

Ordered by how strongly the researchers J. Zhai trusts endorse each paper. Same corpus, a different order for every researcher.

  1. Situated Cognition and the Culture of Learning
  2. Situated Learning: Legitimate Peripheral Participation
  3. Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science.
  4. Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings
  5. Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks
  6. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
  7. Pupils' views of the role and value of the science curriculum: A focus-group study
  8. Learning to Teach Science as Inquiry in the Rough and Tumble of Practice
  9. Teaching Nature of Science to K‐2 Students: What understandings can they attain?
  10. Relationship between Instructional Context and Views of Nature of Science

Their papers