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Journal of Research in Science Teaching
written by Frederick Reif and Jill H. Larkin
Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal and nonformal instruction, quality control, efficiency, suggested investigations, and instructional implications are discussed.
Journal of Research in Science Teaching: Volume 28, Issue 9, Pages 733-760
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Instructional Issues
Education - Basic Research
- Cognition
= Cognition Development
- Learning Theory
- Informal Education
- Reference Material
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Formats:
application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 1991 Journal of Research in Science Teaching
DOI:
10.1002/tea.3660280904
ISSN Number:
0022-4308
Keywords:
Cognitive Structures, Concept Formation, Epistemology, Inferences, Knowledge Level, Learning Problems, Learning Processes, Metacognition, Misconceptions, Prediction, Problem Solving, Validity
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
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Record Link
AIP Format
F. Reif and J. Larkin, J. Res. Sci. Teaching 28 (9), 733 (1991), WWW Document, (http://dx.doi.org/10.1002/tea.3660280904).
AJP/PRST-PER
F. Reif and J. Larkin, Cognition in Scientific and Everyday Domains: Comparison and Learning Implications, J. Res. Sci. Teaching 28 (9), 733 (1991), <http://dx.doi.org/10.1002/tea.3660280904>.
APA Format
Reif, F., & Larkin, J. (1991). Cognition in Scientific and Everyday Domains: Comparison and Learning Implications. J. Res. Sci. Teaching, 28(9), 733-760. Retrieved October 1, 2014, from http://dx.doi.org/10.1002/tea.3660280904
Chicago Format
Reif, Frederick, and Jill Larkin. "Cognition in Scientific and Everyday Domains: Comparison and Learning Implications." J. Res. Sci. Teaching. 28, no. 9, (1991): 733-760, http://dx.doi.org/10.1002/tea.3660280904 (accessed 1 October 2014).
MLA Format
Reif, Frederick, and Jill Larkin. "Cognition in Scientific and Everyday Domains: Comparison and Learning Implications." J. Res. Sci. Teaching 28.9 (1991): 733-760. 1 Oct. 2014 <http://dx.doi.org/10.1002/tea.3660280904>.
BibTeX Export Format
@article{ Author = "Frederick Reif and Jill Larkin", Title = {Cognition in Scientific and Everyday Domains: Comparison and Learning Implications}, Journal = {J. Res. Sci. Teaching}, Volume = {28}, Number = {9}, Pages = {733-760}, Year = {1991} }
Refer Export Format

%A Frederick Reif
%A Jill Larkin
%T Cognition in Scientific and Everyday Domains: Comparison and Learning Implications
%J J. Res. Sci. Teaching
%V 28
%N 9
%D 1991
%P 733-760
%U http://dx.doi.org/10.1002/tea.3660280904
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Reif, Frederick
%A Larkin, Jill
%D 1991
%T Cognition in Scientific and Everyday Domains: Comparison and Learning Implications
%J J. Res. Sci. Teaching
%V 28
%N 9
%P 733-760
%@ 0022-4308
%U http://dx.doi.org/10.1002/tea.3660280904


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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