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Studies in Science Education Volume 51, 2015 - Issue 2
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Articles

Intuition and insight: two concepts that illuminate the tacit in science education

Richard BrockFaculty of Education, University of Cambridge, Cambridge, UKCorrespondence[email protected]
Pages 127-167 | Published online: 18 Jun 2015

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Christine Chesebrough, Evangelia G. Chrysikou, Keith J. Holyoak, Fengqing Zhang & John Kounios. (2023) Conceptual Change Induced by Analogical Reasoning Sparks Aha Moments. Creativity Research Journal 35:3, pages 499-521.
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Richard Brock & Keith S. Taber. (2020) Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions. International Journal of Science Education 42:8, pages 1388-1407.
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Richard Brock & Keith S. Taber. (2017) The application of the microgenetic method to studies of learning in science education: characteristics of published studies, methodological issues and recommendations for future research. Studies in Science Education 53:1, pages 45-73.
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David Naylor, Suzette Woodward, Sarah Garrett & Philip Boxer. (2016) What Do We Need To Do To Keep People Safer?. Journal of Social Work Practice 30:3, pages 297-312.
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Articles from other publishers (19)

Chulkyu Park, Seonyeong Mun & Hun‐Gi Hong. (2023) High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective. Journal of Research in Science Teaching 61:3, pages 674-705.
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Charlotte Barot, Louise Chevalier, Lucie Martin & Véronique Izard. (2024) “Now I Get It!”: Eureka Experiences During the Acquisition of Mathematical Concepts. Open Mind 8, pages 17-41.
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Wonyong Park & Richard Brock. (2022) Is There a Limit to Resemblances?. Science & Education 32:5, pages 1265-1286.
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Chenchen Ding, Catherine Lammert, Gavin W. Fulmer, Brian Hand & Jee K. Suh. (2023) Refinement of an instrument measuring science teachers’ knowledge of language through mixed method. Disciplinary and Interdisciplinary Science Education Research 5:1.
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Giaco Corsiglia, Steven Pollock & Gina Passante. (2023) Intuition in quantum mechanics: Student perspectives and expectations. Physical Review Physics Education Research 19:1.
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Keith S. Taber. 2023. Contemporary Issues in Science and Technology Education. Contemporary Issues in Science and Technology Education 193 207 .
Doni Ropawandi, Lilia Halim & Hazrati Husnin. (2022) Augmented Reality (AR) Technology-Based Learning: The Effect on Physics Learning during the COVID-19 Pandemic. International Journal of Information and Education Technology 12:2, pages 132-140.
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Liz Cameron. (2022) Indigenous ecological knowledge systems – Exploring sensory narratives. Ecological Management & Restoration 23:S1, pages 27-32.
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Keith S. Taber. (2021) Making sense of a pedagogic text. Foundations of Chemistry 23:3, pages 433-457.
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Joonhyeong Park & Jinwoong Song. (2018) How Is Intuitive Thinking Shared and Elaborated During Small-Group Problem-Solving Activities on Thermal Phenomena?. Research in Science Education 50:6, pages 2363-2390.
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Michael Hast. 2020. Diversifying Learner Experience. Diversifying Learner Experience 13 28 .
Richard Brock. 2020. Science Education in Theory and Practice. Science Education in Theory and Practice 101 112 .
Keith S. Taber. 2020. Science Education in Theory and Practice. Science Education in Theory and Practice 373 388 .
Richard Brock & David Hay. (2019) Keeping Students Out of Mary’s (Class)room. Science & Education 28:9-10, pages 985-1000.
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Shay WelchShay Welch. 2019. The Phenomenology of a Performative Knowledge System. The Phenomenology of a Performative Knowledge System 53 89 .
Marc Eckhardt, Detlef Urhahne & Ute Harms. (2018) Instructional Support for Intuitive Knowledge Acquisition When Learning with an Ecological Computer Simulation. Education Sciences 8:3, pages 94.
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Keith S. Taber. (2017) Identifying research foci to progress chemistry education as a field. Educación Química 28:2, pages 66-73.
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Richard Brock. 2017. Science Education. Science Education 133 142 .
Richard Brock & Keith S. Taber. 2017. Cognitive and Affective Aspects in Science Education Research. Cognitive and Affective Aspects in Science Education Research 157 166 .

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