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A study of consistency in the use of students' conceptual frameworks across different task contexts

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References

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Cited by

2000Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition227 cited
2002

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Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas

222 cited

2012Cognitive foundations for science assessment design: Knowing what students know about evolution197 cited

1993A challenge to conceptual change177 cited

2006Beyond Constructivism: the Progressive Research Programme into Learning Science156 cited

2010Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter149 cited

1996Children's astronomical beliefs: a preliminary study of Year 6 children in south‐west England147 cited

1996Patterns of conceptual change in evolution137 cited

1988Children's conception of gas131 cited

2004Difficulties in learning the introductory magnetic field theory in the first years of university129 cited

1991A study of the nature of students' understandings about the concept of burning126 cited

1985Secondary students' conceptions of the conduction of heat: bringing together scientific and personal views118 cited

2001Students' alternative conceptions and scientifically acceptable conceptions about gravity117 cited

2002Model analysis of fine structures of student models: An example with Newton’s third law116 cited

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1988Alternative conceptions in animal classification: A cross‐age study114 cited