References
- AlHarbi, N. N. S., Treagust, D. F., Chandrasegaran, A. L., & Won, M. (2015). Influence of particle theory conceptions on pre-service science teachers’ understanding of osmosis and diffusion. Journal of Biological Education, 49(3), 232–245. doi: 10.1080/00219266.2014.923488
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1–26. doi: 10.1146/annurev.psych.52.1.1
- Besson, U., & Viennot, L. (2004). Using models at mesoscopic scale in teaching physics: Two experimental interventions on solid friction and fluid statics. International Journal of Science Education, 26(9), 1083–1110. doi: 10.1080/0950069042000205396
- Bouissy, A., Davier, M., & Gaty, B. (1987). Physique pour les sciences de la vie. Tome 2, Paris: Bélin.
- Cabane, B., & Hénon, S. (2003). Liquides Solutions, dispersions, émulsions, gels. Paris: Bélin.
- Décamp, N., & Viennot, L. (2015). Co-development of conceptual understanding and critical attitude: Analysing texts on radiocarbon dating. International Journal of Science Education, 37, 2038–2063. doi: 10.1080/09500693.2015.1061720
- Diu, B., Roulet, B., Lederer, D., & Guthmann, C. (1989). Physique statistique. Paris: Hermann.
- Ennis, R. H. (1992). The degree to which critical thinking is subject specific: clarification and needed research. The generalizability of critical thinking, 1992, 21–37.
- European Commission. (2015). Science Education for Responsible Citizenship Report EUR 26893 EN, Brussels.
- Feller, I., Colin, P. & Viennot, L. (2009). Critical analysis of popularisation documents in the physics classroom. An actionresearch in grade 10. Problems of education in the 21st century, 17, 72–96.
- Habermas, J. (1981). The theory of communicative action. Boston: Beacon Press.
- Hammer, D., & Sikorski, T. R. (2015). Implications of complexity for research on learning progressions. Science Education, 99(3), 424–431. doi: 10.1002/sce.21165
- Jimenez- Aleixandre, M. P., & Puig, B. (2012). Argumentation, evidence evaluation and critical thinking. In B.J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 1001–1015). Dordrecht: Springer.
- Komorek, M., & Duit, R. (2004). The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in the domain of non-linear systems. International Journal of Science Education, 26(5), 619–633. doi: 10.1080/09500690310001614717
- Kramer, E. M., & Myers, D. R. (2012). Five popular misconceptions about osmosis. American Journal of Physics, 84, 694–699. doi: 10.1119/1.4722325
- Linn, M. C., Lee, H.-S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration in science. Science, 313, 1049–1050. doi: 10.1126/science.1131408
- Mathé, S., & Viennot, L. (2009). Stressing the coherence of physics: Students journalists’ and science mediators’ reactions. Problems of Education in the 21st Century, 11(11), 104–128.
- McPeck, J. (1981). Critical thinking and education. New York, NY: St Martin’s Press.
- Odom, A. L., & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32(1), 45–61. doi: 10.1002/tea.3660320106
- Ogborn, J. (1997). Constructivist metaphors of learning science. Science & Education, 6, 121–133. doi: 10.1023/A:1008642412858
- Shen, J., Liu, O. L., & Sung, S. (2014). Designing interdisciplinary assessments in sciences for college students: An example on osmosis. International Journal of Science Education, 36(11), 1773–1793. doi:10.1080/09500693.2013.879224
- Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Education, 31, 25–50. doi: 10.1007/BF00129106
- Viennot, L. (2006). Teaching rituals and students’ intellectual satisfaction. Physics Education, 41, 400–408. doi: 10.1088/0031-9120/41/5/004
- Viennot, L., & de Hosson, C. (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), 1–30. doi: 10.1080/09500693.2014.950186
- Viennot, L., & Décamp, N. (2016). Co-development of conceptual understanding and critical attitude: toward a systemic analysis of the survival blanket. European Journal of Physics, 37, doi:10.1088/0143-0807/37/1/015702, 1–25.
- Wang, C.-Y. (2015). Scaffolding middle school students’ construction of scientific explanations: Comparing a cognitive versus a metacognitive evaluation approach. International Journal of Science Education, 37(2), 237–271. doi: 10.1080/09500693.2014.979378
- Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach? Arts Education Policy Review, 109(4), 21–32. doi: 10.3200/AEPR.109.4.21-32
- Zuckerman, J.T. (1993). Accurate and inaccurate conceptions about osmosis that accompanied meaningful problem solving. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta.