15. The Research Base
- The Role of Research
- The Nature of the Research Literature
- Research Findings By Chapter and Section
Browse References Alphabetically by Authors
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
- Jahoda, G. (1979). The construction of economic reality by some Glaswegian children. European Journal of Social Psychology. 19, 115-127.
- Jahoda, G. (1981). The development of thinking about economic institutions: the bank. Cahiers de Psychologie Cognitive. 1(1), 55-73.
- Carey, S., Evans, R., Honda, M., Jay, E., Unger, C. (1989). An experiment is when you try it and see if it works: A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education. 11, 514-529.
- Grosslight, L., Unger, C., Jay, E., Smith, C.L. (1991). Understanding models and their use in science: Con-ceptions of middle and high school students and experts. Journal of Research in Science Teaching. 28, 799-822.
- Peck, D., Jencks, S. (1981). Conceptual issues in the teaching and learning of fractions. Journal for Research in Mathematics Education. 12, 339-348.
- Johnson, C., Wellman, H. (1982). Children's developing conceptions of the mind and brain. Child Development. 53(1), 222-234.
- Wellman, H.M., Johnson, C. (1982). Children's understanding of food and its functions: A preliminary study of the development of concepts of nutrition. Journal of Applied Developmental Psychology. 3, 135-148.
- Joyce, W., Little, T., Wronski, S. (1991). Scope and sequence, goals, and objectives: Effects on social studies. In J. Shaver (Ed.),. Handbook of research on social studies teaching and learning. (pp. 321-331). New York: Macmillan Publishing Company.
- Jung, W., Pfundt, H., Rhoeneck, C. von. (Eds.) (1981). Proceedings of the international workshop on "problems concerning students' representations of physics and chemistry knowledge.". Ludwigsburg: Paedagogische Hochschule.
- Jung, W., Wiesner, H., Engelhard, P. (1981). Vorstellungen von Schuelern ueber Begriffe der Newtonschen Mechanik. Bad Salzdetfurth: Didaktischer Dienst Franzbecker.
- Dreyfus, A., Jungwirth, E. (1988). The cell concept of 10th graders: Curricular expectations and reality. International Journal of Science Education. 10, 221-229.
- Dreyfus, A., Jungwirth, E. (1989). The pupil and the living cell: A taxonomy of dysfunctional ideas about an abstract idea. Journal of Biological Education. 23, 49-55.
- Jungwirth, E. (1987). Avoidance of logical fallacies: A neglected aspect of science education and science-teacher education. Research in Science and Technological Education. 5, 43-58.
- Jungwirth, E. (1975). Preconceived adaptation and inverted evolution (a case study of distorted concept formation in high school biology). Australian Science Teacher Journal. 21, 95-100.
- Jungwirth, E., Dreyfus, A. (1990). Identification and acceptance of a posteriori causal assertions invalidated by faulty enquiry methodology: An international study of curricular expectations and reality. In D. Herget (Ed.),. More history and philosophy of science in science teaching. (pp. 202-211). Tallahassee, FL: Florida State University.
- Jungwirth, E., Dreyfus, A. (1992). After this, therefore because of this: One way of jumping to conclusions. Journal of Biological Education. 26, 139-142.