His primary areas of study are Mathematics education, Science education, Epistemology, History and philosophy of science and Chemistry. His work on Concept learning and Teaching method is typically connected to Field dependence as part of general Mathematics education study, connecting several disciplines of science. His Science education research integrates issues from Cognitive development and Heuristic.
His research in the fields of Philosophy of science and Scientific theory overlaps with other disciplines such as Theoretical physics. His History and philosophy of science study combines topics from a wide range of disciplines, such as Rational reconstruction, Nature of Science, Conceptualization and Scientific progress. His Chemistry study deals with Higher education intersecting with Secondary education, Pedagogy, Set and Science instruction.
Epistemology, Science education, Mathematics education, History and philosophy of science and Chemistry are his primary areas of study. His biological study spans a wide range of topics, including Philosophy of science, History general, Context and Higher education. The study incorporates disciplines such as Cognitive development, Pedagogy and Growth of knowledge in addition to Mathematics education.
His work focuses on many connections between History and philosophy of science and other disciplines, such as Scientific method, that overlap with his field of interest in Educational psychology. His Chemistry study integrates concerns from other disciplines, such as Academic achievement and Cognitive psychology. His Concept learning research includes elements of Conceptual change and Construct.
His primary areas of investigation include Science education, Epistemology, History and philosophy of science, Objectivity and Context. His research in Science education tackles topics such as Philosophy of science which are related to areas like Rationalism. His work on History of science, Scientific progress, Epistemological anarchism and Scientific theory as part of general Epistemology research is often related to Chemical research, thus linking different fields of science.
His History and philosophy of science research includes themes of Philosophy of biology, Engineering ethics, Mathematics education, Western philosophy and Philosophy education. Mansoor Niaz has researched Mathematics education in several fields, including Turkish, Inclusion and Chemistry. His studies in Context integrate themes in fields like Students understanding, Credibility and Management science.
Mansoor Niaz mainly investigates History and philosophy of science, Science education, Epistemology, Mathematics education and Nature of Science. His research in History and philosophy of science intersects with topics in Philosophy of science, Philosophy of biology, Engineering ethics, Western philosophy and Philosophy education. His Science education research incorporates elements of Naturalism and Family resemblance.
His study in the field of Scientific theory, Scientific progress, History of science and Operationalization is also linked to topics like Cartography. As part of his studies on Mathematics education, Mansoor Niaz often connects relevant subjects like Turkish. The Nature of Science study combines topics in areas such as Agreement and Subject.
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Inquiry in science education: International perspectives
Fouad Abd-El-Khalick;Saouma Boujaoude;Richard Duschl;Norman G. Lederman.
Science Education (2004)
Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure
Mansoor Niaz;Damarys Aguilera;Arelys Maza;Gustavo Liendo.
Science Education (2002)
Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic–constructivist perspective
Journal of Research in Science Teaching (1995)
From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks
Science Education (1998)
Balancing chemical equations: The role of developmental level and mental capacity
Mansoor Niaz;Anton E. Lawson.
Journal of Research in Science Teaching (1985)
Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability To Solve Chemistry Problems: A Lakatosian Interpretation.
Science Education (1995)
Investigating the effectiveness of a POE-based teaching activity on students' understanding of condensation
Bayram Coştu;Alipaşa Ayas;Mansoor Niaz.
Instructional Science (2012)
Promoting conceptual change in first year students’ understanding of evaporation
Bayram Coştu;Alipaşa Ayas;Mansoor Niaz.
Chemistry Education Research and Practice (2010)
Relationship between student performance on conceptual and computational problems of chemical equilibrium
International Journal of Science Education (1995)
Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies
Science Education (2009)
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