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Original Articles

The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in the domain of non‐linear systems

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Pages 619-633 | Published online: 22 Feb 2007

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Eleni–Maria Valkanou & Ioannis Starakis. (2023) Exploring k5 students’ learning pathways regarding water’s electrical conductivity. Research in Science & Technological Education 0:0, pages 1-24.
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Nadine Tramowsky, Denis Messig & Jorge Groß. (2022) Students’ conceptions about animal ethics: the benefit of moral metaphors for fostering decision-making competence. International Journal of Science Education 44:3, pages 355-378.
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Georgia Iliaki, Athanasios Velentzas, Emily Michailidi & Dimitris Stavrou. (2019) Exploring the music: a teaching-learning sequence about sound in authentic settings. Research in Science & Technological Education 37:2, pages 218-238.
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Laurence Viennot & Nicolas Décamp. (2016) Conceptual and critical development in student teachers: first steps towards an integrated comprehension of osmosis. International Journal of Science Education 38:14, pages 2197-2219.
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N. Décamp & L. Viennot. (2015) Co-development of Conceptual Understanding and Critical Attitude: Analyzing texts on radiocarbon dating. International Journal of Science Education 37:12, pages 2038-2063.
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Laurence Viennot & Cécile de Hosson. (2015) From a Subtractive to Multiplicative Approach: A concept-driven interactive pathway on the selective absorption of light. International Journal of Science Education 37:1, pages 1-30.
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Dirk Felzmann. (2014) Using Metaphorical Models for Describing Glaciers. International Journal of Science Education 36:16, pages 2795-2824.
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Dimitrios Stavrou & Reinders Duit. (2014) Teaching and Learning the Interplay Between Chance and Determinism in Nonlinear Systems. International Journal of Science Education 36:3, pages 506-530.
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Sibylle Reinfried & Sebastian Tempelmann. (2014) The Impact of Secondary School Students' Preconceptions on the Evolution of their Mental Models of the Greenhouse effect and Global Warming. International Journal of Science Education 36:2, pages 304-333.
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Athanasios Velentzas & Krystallia Halkia. (2013) The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two examples from the theory of relativity. International Journal of Science Education 35:18, pages 3026-3049.
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Ilkka Johannes Ratinen. (2013) Primary Student-Teachers' Conceptual Understanding of the Greenhouse Effect: A mixed method study. International Journal of Science Education 35:6, pages 929-955.
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Kyriaki Dimitriadi & Krystallia Halkia. (2012) Secondary Students’ Understanding of Basic Ideas of Special Relativity. International Journal of Science Education 34:16, pages 2565-2582.
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L. Viennot & C. de Hosson. (2012) Beyond a Dichotomic Approach, The Case of Colour Phenomena. International Journal of Science Education 34:9, pages 1315-1336.
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Ugo Besson, Lidia Borghi, Anna De Ambrosis & Paolo Mascheretti. (2010) A Three‐Dimensional Approach and Open Source Structure for the Design and Experimentation of Teaching‐Learning Sequences: The case of friction. International Journal of Science Education 32:10, pages 1289-1313.
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Tanja Riemeier & Harald Gropengießer. (2008) On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments. International Journal of Science Education 30:7, pages 923-939.
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Mei‐Hung Chiu, Chorng‐Jee Guo & David F. Treagust. (2007) Assessing Students’ Conceptual Understanding in Science: An introduction about a national project in Taiwan. International Journal of Science Education 29:4, pages 379-390.
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Articles from other publishers (23)

Floor Kamphorst, M. J. Vollebregt, E. R. Savelsbergh & W. R. van Joolingen. (2021) An Educational Reconstruction of Special Relativity Theory for Secondary Education. Science & Education 32:1, pages 57-100.
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Stefano Toffaletti, Marco Di Mauro, Tommaso Rosi, Massimiliano Malgieri & Pasquale Onorato. (2022) Guiding Students towards an Understanding of Climate Change through a Teaching–Learning Sequence. Education Sciences 12:11, pages 759.
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Joaquin Marc Veith, Philipp Bitzenbauer & Boris Girnat. (2022) Towards Describing Student Learning of Abstract Algebra: Insights into Learners’ Cognitive Processes from an Acceptance Survey. Mathematics 10:7, pages 1138.
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Niklas Schneeweiß & Harald Gropengießer. 2022. Fostering Understanding of Complex Systems in Biology Education. Fostering Understanding of Complex Systems in Biology Education 123 149 .
L M Ramos, C R N Reis, L B Calheiro & A M B Goncalves. (2020) Use of Arduino to observe the chaotic movement of a magnetic pendulum. Physics Education 56:1, pages 015013.
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Olivia Levrini, Mariana Levin & Paola Fantini. (2020) Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics. Physical Review Physics Education Research 16:2.
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Marcus Schrenk, Harald Gropengießer, Jorge Groß, Marcus Hammann, Holger Weitzel & Jörg Zabel. 2019. Biologiedidaktische Forschung: Erträge für die Praxis. Biologiedidaktische Forschung: Erträge für die Praxis 3 20 .
Laurence Viennot. 2019. Upgrading Physics Education to Meet the Needs of Society. Upgrading Physics Education to Meet the Needs of Society 189 198 .
Gerfried J. Wiener, Sascha M. Schmeling & Martin Hopf. (2018) The technique of probing acceptance as a tool for teachers' professional development: A PCK study. Journal of Research in Science Teaching 55:6, pages 849-875.
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Laurence Viennot & Nicolas Décamp. (2018) The transition towards critique: discussing capillary ascension with beginning teachers. European Journal of Physics 39:4, pages 045704.
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Magdalena Kersting, Ellen Karoline Henriksen, Maria Vetleseter Bøe & Carl Angell. (2018) General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction. Physical Review Physics Education Research 14:1.
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Cibelle Celestino Silva & Pedro Donizete Colombo. 2017. Crossing the Border of the Traditional Science Curriculum. Crossing the Border of the Traditional Science Curriculum 127 141 .
Laurence Viennot & Nicolas Décamp. (2016) Codevelopment of conceptual understanding and critical attitude: toward a systemic analysis of the survival blanket. European Journal of Physics 37:1, pages 015702.
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María I. Hernández & Roser Pintó. 2016. Iterative Design of Teaching-Learning Sequences. Iterative Design of Teaching-Learning Sequences 129 166 .
Dimitris Psillos & Petros Kariotoglou. 2016. Iterative Design of Teaching-Learning Sequences. Iterative Design of Teaching-Learning Sequences 11 34 .
Dean Brough & Michael Ryan. 2015. Teaching Reflective Learning in Higher Education. Teaching Reflective Learning in Higher Education 31 50 .
Susanne Prediger & Susanne Schnell. 2014. Probabilistic Thinking. Probabilistic Thinking 533 558 .
Athanasios Velentzas & Krystallia Halkia. (2013) From Earth to Heaven: Using ‘Newton’s Cannon’ Thought Experiment for Teaching Satellite Physics. Science & Education 22:10, pages 2621-2640.
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D Stavrou, S Assimopoulos & C Skordoulis. (2013) A unit on deterministic chaos for student teachers. Physics Education 48:3, pages 355-359.
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Reinders Duit, Harald Gropengießer, Ulrich Kattmann, Michael Komorek & Ilka Parchmann. 2012. Science Education Research and Practice in Europe. Science Education Research and Practice in Europe 13 37 .
Philippe Colin & Noëmie Tran Tat. (2011) Difficile compréhension de l’effet de serre : comment concevoir un parcours d’enseignement-apprentissage au lycée ?The challenges of understanding the greenhouse effect: how is it possible to design teaching and learning sequences in upper secondary education?Schwierige Verständigung des Treibhauseffekts : wie kann man am Gymnasium eine Unterrichtseinheit konzipieren ?Difícil comprensión del efecto invernadero ¿cómo concebir un proyecto de enseñanza aprendizaje en el instituto ?. RDST:4, pages 109-138.
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Athanasios Velentzas & Krystallia Halkia. (2010) The ‘Heisenberg’s Microscope’ as an Example of Using Thought Experiments in Teaching Physics Theories to Students of the Upper Secondary School. Research in Science Education 41:4, pages 525-539.
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D Stavrou, R Duit & M Komorek. (2008) A teaching and learning sequence about the interplay of chance and determinism in nonlinear systems. Physics Education 43:4, pages 417-422.
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