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The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: A typology of learning impediments
16 references·9 citing·34 second hop
The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: A typology of learning impediments (2001)The Mismatch between Assumed Prior Knowle…Probing Understanding (2014)Probing UnderstandingCommon Knowledge : The Development of Understanding in the Classroom (2012)Common Knowledge : The Develo…THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)THE PSYCHOLOGY OF PERSONAL CO…Cognition, Construction of Knowledge, and Teaching (1998)Cognition, Construction of Kn…International Journal of Science Education (1997)International Journal of Scie…Conceptual Revolutions (1992)Conceptual RevolutionsCognition, construction of knowledge, and teaching (1989)Cognition, construction of kn…A Constructivist Approach to Curriculum Development in Science (1986)A Constructivist Approach to …Cognitive Structure and Conceptual Change (1985)Cognitive Structure and Conce…Children's ideas in science (1985)Children's ideas in scienceMind in society: The development of higher psychological processes. L. S. Vygotsky. (1978)Mind in society: The developm…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…The essential tension : selected studies in scientific tradition and change (1977)The essential tension : selec…The Structure of Scientific Revolutions (1963)The Structure of Scientific R…A theory of personality : the psychology of personal constructs (1963)A theory of personality : the…Thought and language (1962)Thought and languageConceptual Change and Misconceptions in Engineering Education (2014)Conceptual Change and Misconc…The Effect of Conceptual Change Pedagogy on Students’ Conceptions of Rate of Reaction (2010)The Effect of Conceptual Chan…The Interpretation of Cellular Transport Graphics by Students with Low and High Prior Knowledge (2007)The Interpretation of Cellula…Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge (2007)Developing a new teaching app…Towards a Curricular Model of the Nature of Science (2006)Towards a Curricular Model of…CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’ MISCONCEPTIONS IN CHEMISTRY? (2004)CAN FINAL EXAMINATIONS AMPLIF…The Atom in the Chemistry Curriculum: Fundamental Concept, Teaching Model or Epistemological Obstacle? (2003)The Atom in the Chemistry Cur…Mediating mental models of metals: Acknowledging the priority of the learner's prior learning (2003)Mediating mental models of me…COMPOUNDING QUANTA: PROBING THE FRONTIERS OF STUDENT UNDERSTANDING OF MOLECULAR ORBITALS (2002)COMPOUNDING QUANTA: PROBING T…The developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions. (1964)Autopoiesis and Cognition (1980)The Many Faces of Constructivism. (1999)Linking teacher and student learning to improve professional development in systemic reform (2003)Inquiry in science education: International perspectives (2004)Prototypes in Person Perception (1979)A Critical Theory of Adult Learning and Education (1981)Measuring intercultural sensitivity: The intercultural development inventory (2003)The quality of talk in children's collaborative activity in the classroom (1996)Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study (1998)Classroom Interaction in Science: Teacher questioning and feedback to students’ responses (2006)Mixed Methods Research: A Research Paradigm Whose Time Has Come (2004)Paradigms Lost and Pragmatism Regained (2007)Toward a Definition of Mixed Methods Research (2007)The Intuitive Psychologist And His Shortcomings: Distortions in the Attribution Process (1977)Well-being : the foundations of hedonic psychology (1999)A Design Science Research Methodology for Information Systems Research (2007)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Rethinking Transfer: A Simple Proposal with Multiple Implications (1999)An instructional design framework for authentic learning environments (2000)When Smart Groups Fail (2003)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1963The Structure of Scientific Revolutions21,164 cited
  • 1962Thought and language20,700 cited
  • 2010THE PSYCHOLOGY OF PERSONAL CONSTRUCTS8,573 cited
  • 1985Children's ideas in science1,538 cited
  • 2012Common Knowledge : The Development of Understanding in the Classroom1,330 cited
  • 1978Mind in society: The development of higher psychological processes. L. S. Vygotsky.1,309 cited
  • 1963A theory of personality : the psychology of personal constructs1,247 cited
  • 1977The essential tension : selected studies in scientific tradition and change1,199 cited
  • 1998Cognition, Construction of Knowledge, and Teaching1,136 cited
  • 1992Conceptual Revolutions1,066 cited
  • 1985Cognitive Structure and Conceptual Change905 cited
  • 2014Probing Understanding894 cited
  • 1997International Journal of Science Education842 cited
  • 1986A Constructivist Approach to Curriculum Development in Science816 cited
  • 1989Cognition, construction of knowledge, and teaching

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Cited by

  • 2003Mediating mental models of metals: Acknowledging the priority of the learner's prior learning107 cited
  • 2007Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge102 cited
  • 2006Towards a Curricular Model of the Nature of Science89 cited
  • 2004CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’ MISCONCEPTIONS IN CHEMISTRY?81 cited
  • 2003The Atom in the Chemistry Curriculum: Fundamental Concept, Teaching Model or Epistemological Obstacle?80 cited
  • 2010The Effect of Conceptual Change Pedagogy on Students’ Conceptions of Rate of Reaction73 cited
  • 2002COMPOUNDING QUANTA: PROBING THE FRONTIERS OF STUDENT UNDERSTANDING OF MOLECULAR ORBITALS71 cited
  • 2007The Interpretation of Cellular Transport Graphics by Students with Low and High Prior Knowledge67 cited
  • 2014Conceptual Change and Misconceptions in Engineering Education56 cited