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Alternative Conceptions of Primary School Teachers of Science about Force and Motion
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Alternative Conceptions of Primary School Teachers of Science about Force and Motion (2013)Alternative Conceptions of Primary School…The importance of teaching (2011)The importance of teachingHow Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice (2003)How Do Beginning Primary Scho…Conceptual change: A powerful framework for improving science teaching and learning (2003)Conceptual change: A powerful…Student resources for learning introductory physics (2000)Student resources for learnin…Resource Letter: PER-1: Physics Education Research (1999)Resource Letter: PER-1: Physi…Using interactive lecture demonstrations to create an active learning environment (1997)Using interactive lecture dem…More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research (1996)More than misconceptions: Mul…On the role of analogies and metaphors in learning science (1991)On the role of analogies and …Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions (1989)Not all preconceptions are mi…The initial knowledge state of college physics students (1985)The initial knowledge state o…Common sense concepts about motion (1985)Common sense concepts about m…Research on conceptual understanding in mechanics (1984)Research on conceptual unders…Students’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…Naive beliefs in “sophisticated” subjects: misconceptions about trajectories of objects (1981)Naive beliefs in “sophisticat…A survey of some children's ideas about force (1981)A survey of some children's i…Investigation of student understanding of the concept of velocity in one dimension (1980)Investigation of student unde…Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students (1978)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores (2002)Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007)Synthesis of discipline-based education research in physics (2014)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Teaching More by Lecturing Less (2005)International Handbook of Information Technology in Primary and Secondary Education (2008)The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1 (2012)Spontaneous Reasoning in Elementary Dynamics (1979)Implication of Research on Teacher Belief (1992)Learning by Collaborating: Convergent Conceptual Change (1992)A Theory of Cognitive Dissonance (1957)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Chemical Education: Towards Research-based Practice (2003)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)Social-Psychological Interventions in Education (2011)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Student expectations in introductory physics (1998)What changes in conceptual change? (1998)Rethinking diversity in learning science: The logic of everyday sense‐making (2001)New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006)Curvilinear Motion in the Absence of External Forces: Naïve Beliefs About the Motion of Objects (1980)Force concept inventory (1992)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)The Mechanization of the World Picture (1961)Origins of knowledge. (1992)Factors influencing the learning of classical mechanics (1980)Peer Instruction: Ten years of experience and results (2001)RealTime Physics: Active learning laboratory (1997)Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula (1998)Knowledge and Teaching:Foundations of the New Reform (1987)Constructing Scientific Knowledge in the Classroom (1994)
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References

  • 2003Conceptual change: A powerful framework for improving science teaching and learning1,390 cited
  • 1982Students’ preconceptions in introductory mechanics1,258 cited
  • 1985The initial knowledge state of college physics students1,076 cited
  • 1991On the role of analogies and metaphors in learning science929 cited
  • 1985Common sense concepts about motion847 cited
  • 1999Resource Letter: PER-1: Physics Education Research699 cited
  • 2000Student resources for learning introductory physics640 cited
  • 1984Research on conceptual understanding in mechanics623 cited
  • 1997Using interactive lecture demonstrations to create an active learning environment435 cited
  • 1989Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions403 cited
  • 1980Investigation of student understanding of the concept of velocity in one dimension381 cited
  • 1996More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research359 cited
  • 2003How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice316 cited
  • 1981Naive beliefs in “sophisticated” subjects: misconceptions about trajectories of objects316 cited

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  • 2011The importance of teaching195 cited
  • 1981A survey of some children's ideas about force167 cited
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