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  1.  20
    Defining" Science" in a Multicultural World: Implications for Science Education.William W. Cobern & Cathleen C. Loving - 2001 - Science Education 85 (1):50-67.
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  2.  14
    An Essay for Educators: Epistemological Realism Really is Common Sense.William W. Cobern & Cathleen C. Loving - 2008 - Science & Education 17 (4):425-447.
    “What is truth?” Pontius Pilot asked Jesus of Nazareth. For many educators today this question seems quaintly passé. Rejection of “truth” goes hand-in-hand with the rejection of epistemological realism. Educational thought over the last decade has instead been dominated by empiricist, anti-realist, instrumentalist epistemologies of two types: first by psychological constructivism and later by social constructivism. Social constructivism subsequently has been pressed to its logical conclusion in the form of relativistic multiculturalism. Proponents of both psychological constructivism and social constructivism value (...)
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  3.  15
    Invoking Thomas Kuhn: What Citation Analysis Reveals About Science Education.Cathleen C. Loving & William W. Cobern - 2000 - Science & Education 9 (1-2):187-206.
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  4.  5
    The Religion‐in‐the‐Science‐Classroom Issue: Seeking Graduate Student Conceptual Change.Cathleen C. Loving & Andrea Foster - 2000 - Science Education 84 (4):445-468.
  5.  9
    Reviewers for Science & Education.Zoubeida Dagher, Cathleen C. Loving, Charles J. Linder, Barbara J. Reeves, Maria Cecilia Gramajo, Dick Gunstone, Gregory J. Kelly, HsingChi A. Wang, Hugh Lacey & Robin H. Millar - 2005 - Science & Education 14:97-99.
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  6.  7
    Comment on “Multiculturalism, Universalism, and Science Education”.Cathleen C. Loving - 1995 - Science Education 79 (3):341-348.
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  7.  5
    Cortes' Multicultural Empowerment Model and Generative Teaching and Learning in Science.Cathleen C. Loving - 1998 - Science & Education 7 (6):533-552.
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