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Everyday conceptions of object fall: Explicit and tacit understanding during middle childhood
16 references·1 citing·42 second hop
Everyday conceptions of object fall: Explicit and tacit understanding during middle childhood (2011)Everyday conceptions of object fall: Expl…Naive Theories of Motion (2014)Naive Theories of MotionU-Shaped Behavioral Growth (2011)U-Shaped Behavioral GrowthIntuition in Judgment and Decision Making (2011)Intuition in Judgment and Dec…Children's responses to anomalous scientific data: How is conceptual change impeded? (2002)Children's responses to anoma…The Origin of Concepts (2000)The Origin of ConceptsPerception and understanding of effects of gravity and inertia on object motion (1999)Perception and understanding …Gravity rules for 2- to 4-year olds? (1995)Gravity rules for 2- to 4-yea…Beyond modularity: a developmental perspective on cognitive science (1993)Beyond modularity: a developm…The development of beliefs about falling objects (1985)The development of beliefs ab…Précis of The Modularity of Mind (1985)Précis of The Modularity of M…Children's ideas in science (1985)Children's ideas in scienceMental Models (1983)Mental ModelsAristotle is not dead: Student understanding of trajectory motion (1983)Aristotle is not dead: Studen…U-shaped Behavioral Growth (1982)U-shaped Behavioral GrowthUnderstanding of gravity (1981)Understanding of gravityFactors influencing the learning of classical mechanics (1980)Factors influencing the learn…Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall (2013)Relative effectiveness of phy…The growth of logical thinking: From childhood to adolescence. (1958)Expert and Novice Performance in Solving Physics Problems (1980)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Conceptual Change in Childhood (1985)Concepts, Kinds, and Cognitive Development (1989)Concepts, kinds, and cognitive development (1990)Semantic Cognition (2004)Do humans have two systems to track beliefs and belief-like states? (2009)Origins of Objectivity (2010)The Modularity of Mind. (1985)Relevance: Communication and Cognition (1986)Knowledge of Language: Its Nature, Origin, and Use. (1988)Origins of the modern mind: three stages in the evolution of culture and cognition (1992)Metacognitive theories (1995)Infant Intersubjectivity: Research, Theory, and Clinical Applications (2001)The Framing of Decisions and the Psychology of Choice (1981)Judgment under Uncertainty (1982)Frames of Mind: The Theory of Multiple Intelligences (1984)A capacity theory of writing: Working memory in composition (1996)Merging information in speech recognition: Feedback is never necessary (2000)Self-Regulated Learning (2000)Public understanding of climate change in the United States. (2011)Risk interpretation and action: A conceptual framework for responses to natural hazards (2012)Spontaneous giving and calculated greed (2012)Cognitive Conceptions of Learning (1986)Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes (1991)Teaching For Quality Learning At University (1999)Origins of knowledge. (1992)Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Culture, dialectics, and reasoning about contradiction. (1999)Constructing Scientific Knowledge in the Classroom (1994)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)Situated Cognition and the Culture of Learning (1989)A Dynamic Theory of Organizational Knowledge Creation (1994)The weirdest people in the world? (2010)From meta-processes to conscious access: Evidence from children's metalinguistic and repair data (1986)Cognitive theories of early gender development. (2002)Learning, Remembering, and Understanding (2017)
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References

  • 1983Mental Models5,190 cited
  • 1993Beyond modularity: a developmental perspective on cognitive science2,608 cited
  • 2000The Origin of Concepts2,401 cited
  • 1985Children's ideas in science1,540 cited
  • 1985Précis of The Modularity of Mind647 cited
  • 2014Naive Theories of Motion595 cited
  • 2011Intuition in Judgment and Decision Making483 cited
  • 1980Factors influencing the learning of classical mechanics474 cited
  • 1981Understanding of gravity321 cited
  • 2011U-Shaped Behavioral Growth205 cited
  • 1982U-shaped Behavioral Growth191 cited
  • 2002Children's responses to anomalous scientific data: How is conceptual change impeded?183 cited
  • 1995Gravity rules for 2- to 4-year olds?133 cited
  • 1983Aristotle is not dead: Student understanding of trajectory motion119 cited
  • 1985The development of beliefs about falling objects112 cited
  • 1999Perception and understanding of effects of gravity and inertia on object motion95 cited

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2013
Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall
47 cited