J Concannon
Biographic Data
| ID | 9635597 |
|---|---|
| NAME | J Concannon |
| GIVEN NAMES | J |
| FAMILY NAME | Concannon |
| SIGNATURE | CONCANNON J |
| AFFILIATIONS | William Woods University, Fulton, Missouri |
| ORCID | 0000-0002-9748-9740 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Investigating the development of secondary students’ views about scientific inquiry
The purposes of this study were to (1) investigate 127 high school students’ views about scientific inquiry at different grade levels, and (2) to describe factors such as the teacher’s views about scientific inquiry, his teaching, and his curriculum that facilitated or constrained students’ views about scientific inquiry. The majority of students held naïve and mixed views for many aspects about scientific inquiry. There were few differences amon…
No prominent works on this page.
Investigating the development of secondary students’ views about scientific inquiry
The purposes of this study were to (1) investigate 127 high school students’ views about scientific inquiry at different grade levels, and (2) to describe factors such as the teacher’s views about scientific inquiry, his teaching, and his curriculum that facilitated or constrained students’ views about scientific inquiry. The majority of students held naïve and mixed views for many aspects about scientific inquiry. There were few differences amon…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Pedagogy (2 works) · Science Education and Pedagogy (2 works) · Computer Science (1 works) · Curriculum (1 works) · Diverse Educational Innovations Studies (1 works) · Education and Critical Thinking Development (1 works) · Educational Research and Pedagogy (1 works) · Educational Strategies and Epistemologies (1 works) · Eleventh (1 works) · Library science (1 works)