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Writing and conceptual change. What changes?
16 references·13 citing·36 second hop
Writing and conceptual change. What changes? (2000)Writing and conceptual change. What chang…Intentional Learning as a Goal of Instruction (2018)Intentional Learning as a Goa…Knowledge in pieces (2017)Knowledge in piecesCommunities of Learning and Thinking, or A Context by Any Other Name (2015)Communities of Learning and T…Guided Discovery in a Community of Learners (1994)Guided Discovery in a Communi…From things to processes: A theory of conceptual change for learning science concepts (1994)From things to processes: A t…Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…A review of writing to learn in science: Implications for practice and research (1994)A review of writing to learn …Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education (1993)Promoting Conceptual Change i…Conceptual Change within and across Ontological Categories: Examples from Learning and Discovery in Science (1992)Conceptual Change within and …Students’ conceptions and the learning of science (1989)Students’ conceptions and the…Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument (1987)Diagnosing secondary students…Conceptual Change in Childhood (1985)Conceptual Change in ChildhoodCognitive Structure and Conceptual Change (1985)Cognitive Structure and Conce…Is There a Text in This Class? The Authority of Interpretive Communities (1983)Is There a Text in This Class…Is There a Text in This Class? 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(2003)Does Writing Contribute to Im…Introducing talk and writing for conceptual change: a classroom study (2001)Introducing talk and writing …Concepts, Kinds, and Cognitive Development (1989)Eliciting self-explanations improves understanding, (1994)Mental Models of the Day/Night Cycle (1994)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Falsification and the Methodology of Scientific Research Programmes (1976)Mental Models (1983)Constraint relaxation and chunk decomposition in insight problem solving. (1999)Conceptual change: A powerful framework for improving science teaching and learning (2003)Teachers: Beliefs and knowledge. (1996)Coherence versus fragmentation in the development of the concept of force (2004)Metarepresentation: Native Competence and Targets for Instruction (2004)How Expert Designers Design (2008)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING (2000)Problem-Based Learning: What and How Do Students Learn? (2004)On seeing human: A three-factor theory of anthropomorphism. (2007)The weirdest people in the world? (2010)Learning by Expanding (2014)Design Research: Theoretical and Methodological Issues (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)The Extended Transportation-Imagery Model: A Meta-Analysis of the Antecedents and Consequences of Consumers' Narrative Transportation (2013)Toward A Feminist Narratology (1986)The Roles of Interpersonal Communication in Mass Media Campaigns (2007)How Stories Make Us Feel: Toward an Embodied Narratology (2011)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Enhancing teaching through constructive alignment (1996)The laboratory in science education: Foundations for the twenty‐first century (2003)
this work references cited by second hop

References

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1985Conceptual Change in Childhood3,858 cited
  • 1983Is There a Text in This Class? The Authority of Interpretive Communities3,618 cited
  • 1994Capturing and modeling the process of conceptual change1,421 cited
  • 1994Guided Discovery in a Community of Learners1,152 cited
  • 1994From things to processes: A theory of conceptual change for learning science concepts991 cited
  • 1985Cognitive Structure and Conceptual Change905 cited
  • 2018Intentional Learning as a Goal of Instruction631 cited
  • 1982Is There a Text in This Class? The Authority of Interpretive Communities587 cited
  • 2017Knowledge in pieces572 cited
  • 1989Students’ conceptions and the learning of science553 cited
  • 1992Conceptual Change within and across Ontological Categories: Examples from Learning and Discovery in Science523 cited
  • 1993Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education518 cited
  • 2015Communities of Learning and Thinking, or A Context by Any Other Name473 cited
  • 1994A review of writing to learn in science: Implications for practice and research

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368 cited
  • 1987Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument301 cited
  • Cited by

    • 2012Using Writing Tasks to Elicit Adolescents’ Historical Reasoning165 cited
    • 2004New directions in language and science education research122 cited
    • 2016Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments107 cited
    • 2007Utility of Concept Cartoons in Diagnosing and Overcoming Misconceptions Related to Photosynthesis.101 cited
    • 2001Introducing talk and writing for conceptual change: a classroom study93 cited
    • 2006In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom81 cited
    • 2008Analyzing the Effect of Metaconceptual Teaching Practices on Students’ Understanding of Force and Motion Concepts79 cited
    • 2014How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments69 cited
    • 2010IMPLEMENTATION OF THE SCIENCE WRITING HEURISTIC (SWH) APPROACH IN 8TH GRADE SCIENCE CLASSROOMS64 cited
    • 2018Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom60 cited
    • 2022Supporting strategic and meta-strategic development of argument skill: the role of reflection46 cited
    • 2003Does Writing Contribute to Improving High School Students' Approach to Literature?28 cited
    • 2020Peer talk in collaborative writing of primary school students: A conversation analytic study of student interaction in the context of inquiry learning20 cited