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Children's analogical reasoning in a third-grade science discussion
16 references·2 citing·36 second hop
Children's analogical reasoning in a third-grade science discussion (2006)Children's analogical reasoning in a thir…Cognitive Skills and Their Acquisition (2013)Cognitive Skills and Their Ac…National Science Education Standards (1996)National Science Education St…Reassessment of Developmental Constraints on Children's Science Instruction (1995)Reassessment of Developmental…National Science Education Standards (1995)National Science Education St…Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics (1993)Using bridging analogies and …Science as argument: Implications for teaching and learning scientific thinking (1993)Science as argument: Implicat…Cognitive Models of Science (1993)Cognitive Models of ScienceOn the role of analogies and metaphors in learning science (1991)On the role of analogies and …Toward a philosophically more valid science curriculum (1988)Toward a philosophically more…Students'Thinking and the Learning of Science: A Constructivist View (1986)Students'Thinking and the Lea…Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Structure‐Mapping: A Theoreti…Schema induction and analogical transfer (1983)Schema induction and analogic…Analogical Processes in Learning (1980)Analogical Processes in Learn…Analogical problem solving (1980)Analogical problem solvingModels and Analogies in Science (1965)Models and Analogies in Scien…Models and Analogies in Science (1965)Models and Analogies in Scien…Conceptual Resources in Self‐developed Explanatory Models: The importance of integrating conscious and intuitive knowledge (2010)Conceptual Resources in Self‐…Identifying Inquiry and Conceptualizing Students’ Abilities (2008)Identifying Inquiry and Conce…Context theory of classification learning. (1978)Toward a model of text comprehension and production. (1978)Cognition and Categorization (1979)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Problem-Based Learning: What and How Do Students Learn? (2004)Features of similarity. (1977)Mental Models (1983)Similarity and Analogical Reasoning (1989)Toward a design theory of problem solving (2000)A Theory of Cognitive Dissonance (1957)The Structure of Scientific Revolutions (1963)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)Metaphor: A Practical Introduction (2002)Metaphors We Live By (2003)Cognitive Linguistics (2004)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Apprenticeship in Thinking (1990)Apprenticeship in thinking: cognitive development in social context (1990)Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design (1999)Understanding students' practical epistemologies and their influence on learning through inquiry (2005)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Students’ preconceptions in introductory mechanics (1982)Disciplinary authority and accountability in scientific practice and learning (2008)Scientific knowledge suppresses but does not supplant earlier intuitions (2012)Synthesis of discipline-based education research in physics (2014)Stereotypes and prejudice: Their automatic and controlled components. (1989)Cognitive load theory, learning difficulty, and instructional design (1994)Learning by Expanding (2014)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Analogical Mapping by Constraint Satisfaction (1989)
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References

  • 1995National Science Education Standards7,888 cited
  • 1983Structure‐Mapping: A Theoretical Framework for Analogy*5,058 cited
  • 1983Schema induction and analogical transfer2,933 cited
  • 2013Cognitive Skills and Their Acquisition2,911 cited
  • 1980Analogical problem solving2,552 cited
  • 1965Models and Analogies in Science1,762 cited
  • 1965Models and Analogies in Science1,157 cited
  • 1991On the role of analogies and metaphors in learning science919 cited
  • 1993Science as argument: Implications for teaching and learning scientific thinking918 cited
  • 1993Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics568 cited
  • 1993Cognitive Models of Science446 cited
  • 1980Analogical Processes in Learning406 cited
  • 1986Students'Thinking and the Learning of Science: A Constructivist View342 cited
  • 1995Reassessment of Developmental Constraints on Children's Science Instruction316 cited
  • 1996National Science Education Standards313 cited
  • 1988Toward a philosophically more valid science curriculum

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298 cited

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  • 2008Identifying Inquiry and Conceptualizing Students’ Abilities58 cited
  • 2010Conceptual Resources in Self‐developed Explanatory Models: The importance of integrating conscious and intuitive knowledge56 cited