“It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom-Reference-Cited by-同舟云学术

“It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom

Published:2020 Issue: Volume: Page:13-28
ISSN:
Container-title:Diversifying Learner Experience
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Author:

Hast Michael

Publisher

Springer Singapore

Link

http://link.springer.com/content/pdf/10.1007/978-981-15-9861-6_2

Reference80 articles.

1. Allen, M. (2014). Misconceptions in primary science. Maidenhead: Open University Press.

2. Babai, R., Sekal, R., & Stavy, R. (2010). Persistence of the intuitive conception of living things in adolescence. Journal of Science Education and Technology, 19(1), 20–26. https://doi.org/10.1007/s10956-009-9174-2.

3. Baillargeon, R., & Carey, S. (2012). Core cognition and beyond: The acquisition of physical and numerical knowledge. In S. M. Pauen (Ed.), Early childhood development and later outcome (pp. 33–65). Cambridge: Cambridge University Press.

4. Bliss, J. (2008). Commonsense reasoning about the physical world. Studies in Science Education, 44(2), 123–155. https://doi.org/10.1080/03057260802264149.

5. Brock, R. (2015). Intuition and insight: Two concepts that illuminate the tacit in science education. Studies in Science Education, 51(2), 127–167. https://doi.org/10.1080/03057267.2015.1049843.

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