English secondary students’ thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an idea someone has’-Reference-Cited by-同舟云学术

English secondary students’ thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an idea someone has’

Published:2015-07-03 Issue:3 Volume:26 Page:370-403
ISSN:0958-5176
Container-title:The Curriculum Journal
language:en
Short-container-title:Curric. j.

Author:

Taber Keith S.¹,Billingsley Berry²,Riga Fran¹,Newdick Helen²

Affiliation:

1. Faculty of EducationUniversity of CambridgeCambridgeUnited Kingdom

2. Institute of EducationReading UniversityReadingUnited Kingdom

Funder

John Templeton Foundation

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585176.2015.1043926

Reference114 articles.

1. An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum

2. PERSPECTIVE: EVOLUTION'S STRUGGLE FOR EXISTENCE IN AMERICA'S PUBLIC SCHOOLS

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