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Corinne Zimmerman
Corinne Zimmerman
Professor (Emerita) of Psychology, Illinois State University
Bestätigte E-Mail-Adresse bei ilstu.edu
Titel
Zitiert von
Zitiert von
Jahr
The development of scientific thinking skills in elementary and middle school
C Zimmerman
Developmental review 27 (2), 172-223, 2007
10192007
The development of scientific reasoning skills
C Zimmerman
Developmental review 20 (1), 99-149, 2000
8202000
Gaming science: the “Gamification” of scientific thinking
BJ Morris, S Croker, C Zimmerman, D Gill, C Romig
Frontiers in psychology 4, 607, 2013
2942013
Educational interventions to advance children’s scientific thinking
D Klahr, C Zimmerman, J Jirout
Science 333 (6045), 971-975, 2011
2472011
Teaching the control-of-variables strategy: A meta-analysis
M Schwichow, S Croker, C Zimmerman, T Höffler, H Härtig
Developmental Review 39, 37-63, 2016
2002016
The development of scientific reasoning skills: What psychologists contribute to an understanding of elementary science learning. Final draft of a report to the National …
C Zimmerman
Washington, DC: National Research Council, 2005
177*2005
The emergence of scientific reasoning
BJ Morris, S Croker, AM Masnick, C Zimmerman
Current topics in children's learning and cognition, 2012
1752012
Science at the supermarket: A comparison of what appears in the popular press, experts' advice to readers, and what students want to know
C Zimmerman, GL Bisanz, J Bisanz, JS Klein, P Klein
Public Understanding of Science 10 (1), 37-58, 2001
1522001
Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry
A Stender, M Schwichow, C Zimmerman, H Härtig
International Journal of Science Education 40 (15), 1812-1831, 2018
1292018
What students learn from hands‐on activities
M Schwichow, C Zimmerman, S Croker, H Härtig
Journal of research in science teaching 53 (7), 980-1002, 2016
1252016
Development of science process skills in the early childhood years
J Jirout, C Zimmerman
Research in early childhood science education, 143-165, 2015
1192015
Preferences for identity-first versus person-first language in a US sample of autism stakeholders
A Taboas, K Doepke, C Zimmerman
Autism 27 (2), 565-570, 2023
1042023
Ambiguous, circular and polysemous: students' definitions of the “balance of nature” metaphor
C Zimmerman, K Cuddington
Public Understanding of Science 16 (4), 393-406, 2007
892007
Choosing compassionate strategies to end a relationship
S Sprecher, C Zimmerman, EM Abrahams
Social psychology, 2010
842010
Development of scientific thinking
C Zimmerman, D Klahr
Stevens' handbook of experimental psychology and cognitive neuroscience 4, 1-25, 2018
732018
Cognitive psychology: Theory, process, and methodology
DM McBride, JC Cutting, C Zimmerman
Sage Publications, 2022
702022
Expectation for mood enhancement as a result of helping: The effects of gender and compassionate love
S Sprecher, B Fehr, C Zimmerman
Sex roles 56, 543-549, 2007
672007
Examining how people reason about controversial scientific topics
EJC Lobato, C Zimmerman
Thinking & reasoning 25 (2), 231-255, 2019
562019
The impact of the MARS curriculum on students' ability to coordinate theory and evidence
C Zimmerman, K Raghavan, M Sartoris
International Journal of Science Education 25 (10), 1247-1271, 2003
562003
Everyday scientific literacy: Do students use information about the social context and methods of research to evaluate news briefs about science?
J Bisanz, C Zimmerman, GL Bisanz
Alberta Journal of Educational Research 44 (2), 188, 1998
521998
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