Zacharias C. Zacharia

Education · 2004–2019

A researcher in the Science corpus: 11 papers; trusts 12 researchers and is trusted by 27 researchers here, as inferred from the citation graph.

Subfields

• Education — 115 citations into it; #733 of 11,309 by trust here, #1,313 by citations
• Developmental and Educational Psychology — 62 citations into it; #3,265 of 8,223 by trust here, #2,327 by citations
• Safety Research — 30 citations into it
• Cognitive Neuroscience — 6 citations into it
• Information Systems — 5 citations into it

Whom Zacharias C. Zacharia trusts overall

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

1. Douglas H. Clements
2. Ismo T. Koponen
3. Ibrahim A. Halloun
4. M. Limón
5. Christina V. Schwarz
6. Richard A. Lesh
7. R. Justi
8. David Klahr
9. J. V. van Driel

Who trusts Zacharias C. Zacharia overall

1. Traci Sitzmann
2. James R. Brinson
3. Nico Rutten
4. Ruben Heradio
5. Bas Kollöffel
6. Wim T. J. L. Pouw
7. Ton de Jong
8. Ibrahim Bilgin
9. Wouter R. van Joolingen
10. Milo D. Koretsky

Papers from Zacharias C. Zacharia's perspective

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

1. Modelling, teachers' views on the nature of modelling, and implications for the education of modellers
2. A comparison of students' conceptual understanding of electric circuits in simulation only and simulation‐laboratory contexts
3. Design-Based Research: Putting a Stake in the Ground
4. Exploring Science: The Cognition and Development of Discovery Processes (J. Documentation)
5. Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners
6. Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science
7. What is Scientific Thinking and How Does it Develop
8. In Quest of Productive Modeling-Based Learning Discourse in Elementary School Science
9. Models and Modelling in Physics Education: A Critical Re-analysis of Philosophical Underpinnings and Suggestions for Revisions
10. Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality.

Their papers

• Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines (2019) — 50 citations
• Phases of inquiry-based learning: Definitions and the inquiry cycle (2015) — 1,729 citations
• Physical and Virtual Laboratories in Science and Engineering Education (2013) — 917 citations
• Is physicality an important aspect of learning through science experimentation among kindergarten students (2012) — 100 citations
• Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012) — 229 citations
• In Quest of Productive Modeling-Based Learning Discourse in Elementary School Science (2011) — 87 citations
• Investigating Secondary School Students' Unmediated Peer Assessment Skills. (2011) — 93 citations
• Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature (2008) — 162 citations
• Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperature (2008) — 240 citations
• Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits (2007) — 353 citations
• Urban Middle-School Students' Attitudes Toward a Defined Science (2004) — 131 citations