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Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study
16 references·6 citing·46 second hop
Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study (2012)Using Student-Generated Analogies to Inve…Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective (2009)Assessing learning progressio…Teaching and Learning with Analogies (2006)Teaching and Learning with An…Metaphors We Live By (2003)Metaphors We Live ByPhilosophy in the flesh (1999)Philosophy in the fleshThe content of science: a constructivist approach to its teaching and learning (1997)The content of science: a con…Analogical Reasoning and Conceptual Change: A Case Study of Johannes Kepler (1997)Analogical Reasoning and Conc…Review of studies on the effectiveness of instructional analogies in science education (1995)Review of studies on the effe…Assessing Students' Misclassifications of Physics Concepts: An Ontological Basis for Conceptual Change (1995)Assessing Students' Misclassi…From things to processes: A theory of conceptual change for learning science concepts (1994)From things to processes: A t…Talking science: language, learning, and values (1991)Talking science: language, le…On the role of analogies and metaphors in learning science (1991)On the role of analogies and …How people construct mental models (1987)How people construct mental m…Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Structure‐Mapping: A Theoreti…Learning about energy: how pupils think in two domains (1983)Learning about energy: how pu…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…The Feynman Lectures on Physics (1966)The Feynman Lectures on Physi…Energy Connections and Misconnections across Chemistry and Biology (2018)Energy Connections and Miscon…Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy (2017)Composition-Effects of Contex…Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation (2016)Why Do Secondary School Stude…Assessing Understanding of the Energy Concept in Different Science Disciplines (2016)Assessing Understanding of th…Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue (2015)Conceptual Metaphor and Embod…The Trouble with Chemical Energy: Why Understanding Bond Energies Requires an Interdisciplinary Systems Approach (2013)The Trouble with Chemical Ene…Conceptual Change in Childhood (1985)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)The Social Construction of Reality (1967)Children's Minds (1978)Re-framing the problem of conceptual change (1994)Science education in a multiscience perspective (1995)Transcending Cultural Borders: implications for science teaching (1999)Social Construction of Reality (2020)A Theory of Cognitive Dissonance (1957)Secondary students' mental models of atoms and molecules: Implications for teaching chemistry (1996)Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry (2000)Chemical Education: Towards Research-based Practice (2003)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)Models and Analogies in Science (1965)Features of similarity. (1977)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Metaphor: A Practical Introduction (2002)Cognitive Linguistics (2004)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Establishing the norms of scientific argumentation in classrooms (2000)Enhancing the quality of argumentation in school science (2004)Where's the evidence that active learning works? (2006)Distinction: A Social Critique of the Judgement of Taste* (2018)Qualitative Analysis for Social Scientists (1987)The contemporary theory of metaphor (1993)A Dynamic Theory of Organizational Knowledge Creation (1994)Progression in children's understanding of a ‘basic’ particle theory: a longitudinal study (1998)Teaching for Conceptual Change (1998)Student and teacher questioning during conversations about science (2001)Empathy: Its ultimate and proximate bases (2002)Listening to Action-related Sentences Activates Fronto-parietal Motor Circuits (2005)The Career of Metaphor. (2005)Particulars in Particular Clothing: Three Trope Theories of Substance (1994)Transforming energy instruction in middle school to support integrated understanding and future learning (2010)Lay Definitions of Happiness across Nations: The Primacy of Inner Harmony and Relational Connectedness (2016)
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References

  • 2003Metaphors We Live By25,220 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1983Structure‐Mapping: A Theoretical Framework for Analogy*5,058 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 1999Philosophy in the flesh1,982 cited
  • 1966The Feynman Lectures on Physics1,876 cited
  • 1994From things to processes: A theory of conceptual change for learning science concepts991 cited
  • 1991On the role of analogies and metaphors in learning science919 cited
  • 1983Learning about energy: how pupils think in two domains295 cited
  • 1997The content of science: a constructivist approach to its teaching and learning254 cited
  • 1997Analogical Reasoning and Conceptual Change: A Case Study of Johannes Kepler252 cited
  • 1995Assessing Students' Misclassifications of Physics Concepts: An Ontological Basis for Conceptual Change247 cited
  • 1987How people construct mental models240 cited
  • 2009Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective173 cited
  • 1995Review of studies on the effectiveness of instructional analogies in science education

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162 cited
  • 2006Teaching and Learning with Analogies152 cited
  • Cited by

    • 2013The Trouble with Chemical Energy: Why Understanding Bond Energies Requires an Interdisciplinary Systems Approach100 cited
    • 2015Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue97 cited
    • 2016Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation93 cited
    • 2016Assessing Understanding of the Energy Concept in Different Science Disciplines60 cited
    • 2017Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy60 cited
    • 2018Energy Connections and Misconnections across Chemistry and Biology55 cited