Journal ArticleDOI
Shadows and anti-images: Children's conceptions of light and vision. II
Elsa Feher,Karen Rice +1 more
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This article is published in Science Education.The article was published on 1988-10-01. It has received 97 citations till now. The article focuses on the topics: Science education & Primary education.read more
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Learning in the museum
TL;DR: Learning in the Museum examines major issues and shows how research in visitor studies and the philosophy of education can be applied to facilitate a meaningful educational experience in museums as mentioned in this paper, where a brief history of education in public museums, with a rigorous examination of how the educational theories of Dewey, Piaget, Vygotsky and subsequent theorists relate to learning in the museum.
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Should Science be Taught in Early Childhood
Haim Eshach,Michael N. Fried +1 more
TL;DR: In this article, the authors consider the question of why we should teach science to K-2 children and propose that early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way.
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Bridging the Gap Between Formal and Informal Science Learning
Avi Hofstein,Sherman Rosenfeld +1 more
TL;DR: In this paper, the gap between formal and informal science learning is bridged by bridging the gap of formal and informativeness in science education, and the authors propose a framework to bridge this gap.
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Learners' Knowledge in Optics: Interpretation, Structure and Analysis.
Igal Galili,Amnon Hazan +1 more
TL;DR: This article explored high school and teacher-training college students' knowledge of light, vision and related topics before and after commonly practised instruction, and suggested a hierarchical structure to represent the collective conceptual knowledge of students in terms of facets and schemes of knowledge.
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Reexamining Connections: Museums as Science Learning Environments.
TL;DR: The role of science museums in science education is examined in this article, in light of the new emphasis for museums to become a unique partner with schools and colleges to enhance science literacy, thus enhancing conceptual learning in the classroom.
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