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Editorial

Celebrating the life of John Kenward Gilbert

References

  • Bell, B. F., & Gilbert, J. K. (1996). Teacher development: A model from science education. Falmer.
  • Bridge, W. A., & Gilbert, J. K. (1977). The self-evolving questionnaire item. Programmed Learning and Educational Technology, 14(2), 176–179. https://doi.org/10.1080/1355800770140211
  • Cheng, M. W., & Gilbert, J. K. (2015). Students’ visualization of diagrams Representing the Human Circulatory system: The use of spatial isomorphism and representational conventions. International Journal of Science Education, 37(1), 136–161. https://doi.org/10.1080/09500693.2014.969359
  • Clement, J. J. (1989). Learning via model construction and criticism: Protocol evidence on sources of creativity in science. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp. 341–381). Plenum.
  • Driver, R. (1983). The pupil as scientist. Open University Press.
  • Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. Open University Press.
  • Eilam, B., & Gilbert, J. K. (eds.). (2014). Science teachers’ use of visual representations. Springer.
  • Fensham, P. J. (2004). Defining an identity: The evolution of science education as a field of research. Kluwer.
  • Gilbert, J. K. (1975). For the good of science. Physics Bulletin, 26(12), 516. https://doi.org/10.1088/0031-9112/26/12/004
  • Gilbert, J. K. (1977). The study of student misunderstandings in the physical sciences. Research in Science Education, 7(1), 165–171. https://doi.org/10.1007/BF02643123
  • Gilbert, J. K. (2004). Models and modelling: Routes to a more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130. https://doi.org/10.1007/s10763-004-3186-4
  • Gilbert, J. K. (2005a). Constructing worlds through science education. Routledge.
  • Gilbert, J. K. (2005b). Visualization in science education. Springer.
  • Gilbert, J. K. (2005c). Introduction. In J. K. Gilbert (Ed.), Visualization in science education (pp. 1–6). Springer.
  • Gilbert, J. K. (ed.). (2006). Science education: Major themes in education, Vols. 1–4. Routledge.
  • Gilbert, J. K. (2009a). Roger Osborne (1940-1985), University of Waikato, New Zealand. Cultural Studies of Science Education, 4(2), 315–322. https://doi.org/10.1007/s11422-008-9165-2
  • Gilbert, J. K. (2009b). Visualization: A metacognitive skill in science and science education. In J. K. Gilbert, & D. F. Treagust (Eds.), Multiple representations in chemical education (pp. 9–28). Springer.
  • Gilbert, J. K. (2010). Supporting the development of effective science teachers. In J. Osborne, & J. Dillon (Eds.), Good practice in science teaching: What research has to say (pp. 274–300). Open University Press.
  • Gilbert, J. K., & Boulter, C. J. (eds.). (2000). Developing models in science education. Kluwer.
  • Gilbert, J. K., de Jong, O., Justi, R., Treagust, D. F., & van Driel, J. H. (eds.). (2003). Chemical education: Towards research-based practice. Kluwer.
  • Gilbert, J. K., & Justi, R. (2016). Modelling-based teaching in science education. Springer International Publishing.
  • Gilbert, J. K., & Newberry, M. (2007). The characteristics of the gifted and exceptionally able in science. In K. Taber (Ed.), Science education for gifted learners (pp. 15–31). Routledge.
  • Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623–633. https://doi.org/10.1002/sce.3730660412
  • Gilbert, J. K., & Osborne, R. J. (1980). The use of models in science and science teaching. European Journal of Science Education, 2(1), 3–13. https://doi.org/10.1080/0140528800020103
  • Gilbert, J., & Reiner, M. (2000). Thought experiments in science education: Potential and current realization. International Journal of Science Education, 22(3), 265–283. https://doi.org/10.1080/095006900289877
  • Gilbert, J. K., Reiner, M., & Nakhleh, M. (eds.). (2008). Visualization: Theory and practice in science education. Springer.
  • Gilbert, J. K., & Stocklmayer, S. (eds.). (2013). Communication and engagement with science education: Issues and dilemmas. Routledge.
  • Gilbert, J. K., & Treagust, D. F. (eds.). (2009). Multiple representations in chemical education. Springer.
  • Gilbert, J., & Watts, M. (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science education. Studies in Science Education, 10(1), 61–98. https://doi.org/10.1080/03057268308559905
  • Gilbert, J. K., Watts, D. M., & Osborne, R. J. (1982). Students’ conceptions of ideas in mechanics. Physics Education, 17(2), 62–66. https://doi.org/10.1088/0031-9120/17/2/309
  • Helm, H., & Gilbert, J. K. (1985). Thought experiments and physics education – part 1. Physics Education, 20(3), 124–131. https://doi.org/10.1088/0031-9120/20/3/311
  • Helm, H., Gilbert, J. K., & Watts, D. M. (1985). Thought experiments and physics education – part 2. Physics Education, 20(5), 211–217. https://doi.org/10.1088/0031-9120/20/5/003
  • Johnstone, A. H. (1982). Macro- and micro-chemistry. School Science Review, 64, 377–379.
  • Justi, R. (2000). Teaching with historical models. In J. K. Gilbert, & C. J. Boulter (Eds.), Developing models in science education (pp. 209–226). Kluwer.
  • Justi, R., & Gilbert, J. K. (1999). A cause of ahistorical science teaching: Use of hybrid models. Science Education, 83(2), 163–177. https://doi.org/10.1002/(SICI)1098-237X(199903)83:2<163::AID-SCE5>3.0.CO;2-I
  • Justi, R., & Gilbert, J. K. (2002). Science teachers’ knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273–1292. https://doi.org/10.1080/09500690210163198
  • Osborne, R. J., & Gilbert, J. K. (1980). A technique for exploring students’ views of the world. Physics Education, 15(6), 376–379. https://doi.org/10.1088/0031-9120/15/6/312
  • Reiner, M., & Gilbert, J. (2000). Epistemological resources for thought experimentation in science learning. International Journal of Science Education, 22(5), 489–506. https://doi.org/10.1080/095006900289741
  • Rennie, L. J., Stocklmayer, S. M., & Gilbert, J. K. (2019). Supporting self-directed learning in science and technology beyond the school years. Routledge.
  • Upmeier zu Belzen, A., Krüger, D., & Van Driel, J. (2019). Towards a competence-based view on models and modeling in science education. Springer International Publishing.

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