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From things to processes: A theory of conceptual change for learning science concepts · Study

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ArticleFrom things to processes: A theory of conceptual change for learning science concepts

T. H. Michelene1994

Article1994

From things to processes: A theory of conceptual change for learning science concepts

T. H. Michelene · James D. Slotta · Nicholas De Leeuw

991 citations·0/0 files stored·Learning and Instruction

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Science Education and Pedagogy Evolution and Science Education Educational Strategies and Epistemologies

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References

1985Conceptual Change in Childhood 1994Eliciting self-explanations improves understanding,1989Concepts, Kinds, and Cognitive Development 1990Concepts, kinds, and cognitive development 1993Toward an epistemology of physics 1992Conceptual Change within and across Ontological Categories: Examples from Learning and Discovery in Science

Cited by

2005Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust 1994Mental Models of the Day/Night Cycle 2001On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal 2000How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development 2000A typology of school science models 2014Synthesis of discipline-based education research in physics 2009Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift 1996

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Year1994

Typearticle

Published1994-01-01

VenueLearning and Instruction

ISSN-L0959-4752

Languageen

Citations991

Files0 public / 0

ShelfScience Education and Pedagogy

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doi10.1016/0959-4752(94)90017-5

openalex_workW1969288146

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Secondary students' mental models of atoms and molecules: Implications for teaching chemistry