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Using an analogical teaching approach to engender conceptual change

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442 cited

Cited by

2003Technology for active learning136 cited
2013Teaching Science for Conceptual Change: Theory and Practice135 cited
2006Models and Modelling in Chemical Education133 cited
1998Modelling in Science Lessons: Are There Better Ways to Learn With Models?132 cited
1994Does the use of analogies contribute to conceptual change?124 cited
2001How do Teachers and Textbook Writers Model Scientific Ideas for Students?122 cited
2004WHAT RESEARCH TELLS US ABOUT USING ANALOGIES TO TEACH CHEMISTRY116 cited
2003Promoting mental model building in astronomy education109 cited
2005Exploring the use of multiple analogical models when teaching and learning chemical equilibrium96 cited
2008Bridging the educational research‐teaching practice gap88 cited
2011How Can Conceptual Change Contribute to Theory and Practice in Science Education?79 cited
2004Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton's third law78 cited
1993The evolution of an approach for using analogies in teaching and learning science74 cited
2001Evaluating the language of different types of explanations in junior high school science texts69 cited
2005Encouraging conceptual change: the use of bridging analogies in the teaching of action–reaction forces and the ‘at rest’ condition in physics67 cited
2006Conceptual Change in Physical Geography and Environmental Sciences through Mental Model Building: The Example of Groundwater66 cited