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Effects of Instruction on Preservice Elementary Teachers' Conceptions of the Causes of Night and Day and the Seasons
16 references·2 citing·44 second hop
Effects of Instruction on Preservice Elementary Teachers' Conceptions of the Causes of Night and Day and the Seasons (1997)Effects of Instruction on Preservice Elem…Preservice elementary teachers' conceptions of the causes of seasons (1996)Preservice elementary teacher…The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers (1995)The origin and extent of alte…The effects of prior knowledge and instruction on understanding image formation (1993)The effects of prior knowledg…Variable uses of alternative conceptions: A case study in current electricity (1992)Variable uses of alternative …Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change (1992)Using examples and analogies …Studying conceptual change in learning physics (1992)Studying conceptual change in…A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers (1990)A perspective on teacher prep…A Private Universe (1987)A Private UniverseConceptual understanding and science learning: An interpretation of research within a sources‐of‐knowledge framework (1986)Conceptual understanding and …Learning in science (1985)Learning in scienceThe role of conceptual conflict in conceptual change and the design of science instruction (1984)The role of conceptual confli…Children's science and its consequences for teaching (1982)Children's science and its co…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…A Conceptual Change Approach to Learning Science (1981)A Conceptual Change Approach …Factors influencing the learning of classical mechanics (1980)Factors influencing the learn…Psychology for teaching (1975)Psychology for teachingDesigning a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation (2015)Designing a digital teaching …Conversations about the moon with prospective teachers in Japan (2003)Conversations about the moon …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)A Theory of Cognitive Dissonance (1957)The Structure of Scientific Revolutions (1963)The Generative Learning Model and its Implications for Science Education (1985)Learning and Instruction: An Examination of Four Research Perspectives in Science Education (1988)Students' Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning (1995)A Theory of Cognitive Dissonance (2017)Falsification and the Methodology of Scientific Research Programmes (1976)Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)Learning in Science — From Behaviourism Towards Social Constructivism and Beyond (1998)The Structure of Scientific Revolutions. (1964)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Teaching for Conceptual Change (1998)The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics (2003)Modeling Theory in Science Education (2006)Learning as a generative process 1 (1974)Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students (1978)Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education (1983)Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science (1983)Family resemblances: Studies in the internal structure of categories (1975)Schema induction and analogical transfer (1983)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Learning from analogy-enhanced science text (1998)Probing adults' conceptual understanding and transfer of learning via problem posing (2002)Engineering Design and Conceptual Change in Science: Addressing thermal energy and heat transfer in eighth grade (2010)Thought and language (1962)Learning How to Learn (1984)Learning Science and the Science of Learning (1988)A Motivational View of Constructivist‐informed Teaching (2005)Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006)Student understanding of time in special relativity: Simultaneity and reference frames (2001)A research-based approach to improving student understanding of the vector nature of kinematical concepts (2005)Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching (2019)Mathematics and Science Learning: A New Conception (1983)The construction of subject matter knowledge in primary science teaching (1989)WISE design for knowledge integration (2003)An appropriate conception of teaching science: A view from studies of science learning (1988)Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence (2003)The practical epistemologies of the classroom: A study of laboratory work (2004)
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References

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1982Children's science and its consequences for teaching581 cited
  • 1980Factors influencing the learning of classical mechanics465 cited
  • 1981A Conceptual Change Approach to Learning Science442 cited
  • 1984The role of conceptual conflict in conceptual change and the design of science instruction424 cited
  • 1986Conceptual understanding and science learning: An interpretation of research within a sources‐of‐knowledge framework277 cited
  • 1992Studying conceptual change in learning physics258 cited
  • 1985Learning in science234 cited
  • 1992Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change216 cited
  • 1990A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers168 cited
  • 1996Preservice elementary teachers' conceptions of the causes of seasons155 cited
  • 1975Psychology for teaching153 cited
  • 1993The effects of prior knowledge and instruction on understanding image formation119 cited
  • 1992Variable uses of alternative conceptions: A case study in current electricity117 cited
  • 1987

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A Private Universe
108 cited
  • 1995The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers93 cited
  • Cited by

    • 2003Conversations about the moon with prospective teachers in Japan54 cited
    • 2015Designing a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation53 cited