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9.the mistaken belief:A point made by philosophers Rom Harré and John Hardwig and by education theorists Stephen Norris, David Perkins, and Neil Postman. See, for instance, S. Norris (1995). “Learning to Live with Scientific Expertise: Toward a Theory of Intellectual Communalism for Guiding Science Teaching.”Science Education, 79(2): 201-217.
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10.Ignorance course:S. Firestein (2012).Ignorance. New York: Oxford University Press.
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11.National Council for the Social Studies: National Curriculum Standards for Social Studies: A Framework for Teaching, Learning and Assessment.National Council for the Social Studies, 2010.
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12.NRC
:National Research Council (1996).National Science Education Standards. Washington, D.C.: National Academies Press; H. A. Schweingruber, R. A. Duschl, and A. W. Shouse, ed. (2007).Taking Science to School: Learning and Teaching Science in Grades K-8.Washington, D.C.: National Academies Press.
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13.“nature of science”:B. Alberts (2009). “Redefining Science Education.”Science323(5913): 437. In direct support of this complaint, a study looked at the exams and quizzes used in a variety of introductory biology courses at the college level and concluded “that introductory biology courses emphasize facts more than higher-order thinking.” J. L. Momsen, T. M. Long, S. A. Wyse, and D. Ebert-May (2010). “Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills.”CBE Life Sciences Education9(4): 435–440.
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14.a philosophy to teach science: N. G. Lederman (2007). “Nature of Science: Past, Present, and Future.” Ed. S. K. Abell and N. G. Lederman.Handbook of Research on Science Education. New York: Routledge, 831–879.
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16.based on authority
:Philosophers call this epistemic dependence.
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17.1950–2014
:U.S. National Library of Medicine. www.nlm.nih.gov/bsd/authors1.html.
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18.trust ourselves
:This is another point emphasized by Stephen Norris (1995), 211.
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19.“person-solo”:A term used by Perkins,Smart Schools, 132, to argue in favor of attending to social learning, to distributed cognition in the classroom.
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20.to figure things out interactively
:This view is argued for by R. Pea (1993). “Practices of Distributed Intelligence and Designs for Education.” In ed. G. Salomon,Distributed Cognitions: Psychological and Educational Considerations. New York: Cambridge University Press, 47–87.
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21.Ann Brown quote:A. L. Brown (1997). “Transforming Schools into Communities of Thinking and Learning About Serious Matters.”American Psychologist52(4): 399–413.
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22.diversity in the classroom:A. L. Brown and J. C. Campione (1994). “Guided Discovery in a Community of Learners.” In ed. Kate McGilly,Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. Cambridge, MA: MIT Press, 229–270.
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23.“peer education”
:See, for instance, E. Phelps and W. Damon (1989). “Problem Solving with Equals: Peer Collaboration as a Context for Learning Mathematics and Spatial Concepts.”Journal of Educational Psychology81(4): 639–646.
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25.generate explanations:J. J. Williams and T. Lombrozo (2013). “Explanation and Prior Knowledge Interact to Guide Learning.”Cognitive Psychology66(1): 55–84.
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26.what you need to get a job:A point made by F. Zakaria (2015).In Defense of a Liberal Education. New York: W. W. Norton; and by N. Postman (1995).The End of Education. New York: Alfred A. Knopf.
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27.“troll farm”: A. Chen, “The Agency.”New York Times Magazine, June 2, 2015.
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第十二章 做更聪明的决策
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1.Craig McKenzie:C. R. M. McKenzie and M. J. Liersch (2011). “Misunderstanding Savings Growth: Implications for Retirement Savings Behavior.”Journal of Marketing Research48: S1–S13.
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2.Jack Soll:J. B. Soll, R. L. Keeney, and R. P. Larrick (2013). “Consumer Misunderstanding of Credit Card Use, Payments, and Debt: Causes and Solutions.”Journal of Public Policy & Marketing32(1): 66–81.
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4.a little explanation:P. M. Fernbach, S. A. Sloman, R. St. Louis, and J. N. Shube (2013). “Explanation Fiends and Foes: How Mechanistic Detail Determines Understanding and Preference.”Journal of Consumer Research39(5): 1115–1131.
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