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Rosalind Driver
University of Leeds
Citations
7707
H-index
25
Publications 33
Most Citations
2016 in Educational Researcher [IF: 3.83]
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Hilary Asoko1
Estimated H-index: 1
,
John Leach26
Estimated H-index: 26
(University of Leeds)
... (2 others)
The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of sc...
Ref 30Cited 1506 Download Pdf Cite this paper
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Edith Guesne2
Estimated H-index: 2
,
Andrée Tiberghien18
Estimated H-index: 18
(Centre national de la recherche scientifique)
Children's ideas and the learning of science light electricity in simple circuits heat and temperature force and motion the gaseous state beyond appearances - the conservation of matter under physical and chemical transformations the Earth as a cosmic body some main features in children's ideas and implications for teaching.
Cited 834 Source
2016 in Studies in Science Education [IF: 2.42]
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
J. A. Easley6
Estimated H-index: 6
(University of Illinois at Urbana–Champaign)
Ref 68Cited 766 Source Cite this paper
2016 in Studies in Science Education [IF: 2.42]
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Valerie Oldham1
Estimated H-index: 1
(University of Leeds)
Ref 33Cited 614 Source Cite this paper
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Ann Squires3
Estimated H-index: 3
,
Peter Rushworth3
Estimated H-index: 3
... (1 others)
Part I: Children's ideas about life and living processes. Living things. Nutrition. Growth. Responding to the environment. Reproduction and inheritance. Microbes. Ecosystems. Part II: Children's ideas about materials and their properties. Materials. Solids, liquids and gases. Chemical change. Particles. Water. Air. Rocks. Part III: Children's ideas about physical processes.
Cited 612 Source
Paul Newton2
Estimated H-index: 2
,
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Jonathan Osborne47
Estimated H-index: 47
(King's College London)
The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended...
Ref 18Cited 522 Source Cite this paper
2016 in Studies in Science Education [IF: 2.42]
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Gaalen Erickson17
Estimated H-index: 17
(University of British Columbia)
Ref 54Cited 454 Source Cite this paper
Rosalind Driver25
Estimated H-index: 25
(University of Leeds)
This introductory article to the Special Issue of the International Journal of Science Education attempts to review the theoretical contexts for research into children's conceptions in science and to identify future directions for research programmes in this field.
Ref 31Cited 369 Source Cite this paper
Rosalind Driver25
Estimated H-index: 25
(University of Leeds)
The fallacy of induction in science teaching learning to observe making meanings children's beliefs and classroom learning invention and imagination learning science and theories of cognitive development logic and intuition in children's thinking from theory to practice appendix.
Cited 319 Source
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Beverley Bell2
Estimated H-index: 2
(University of Leeds)
Cited 243 Source
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