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Experiment, simulation and analysis: an integrated instructional approach to the concept of force
16 references·8 citing·31 second hop
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References

  • 1973Review of research in education7,699 cited
  • 1992Force concept inventory3,233 cited
  • 1985Children's ideas in science1,538 cited
  • 1985The initial knowledge state of college physics students1,075 cited
  • 1990Functions, Graphs, and Graphing: Tasks, Learning, and Teaching1,040 cited
  • 1985Cognitive Structure and Conceptual Change905 cited
  • 1985Common sense concepts about motion847 cited
  • 1979Spontaneous Reasoning in Elementary Dynamics656 cited
  • 1984Research on conceptual understanding in mechanics623 cited
  • 1987Student difficulties in connecting graphs and physics: Examples from kinematics581 cited
  • 1982Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning*496 cited
  • 1989Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction381 cited
  • 1990A Review of the Research on Student Conceptions in Mathematics, Science, and Programming323 cited
  • 1989The conditions of conceptual change in the classroom314 cited
  • 1992Studying conceptual change in learning physics258 cited
  • 1990Chapter 1: A Review of the Research on Student Conceptions in Mathematics, Science, and Programming

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172 cited

Cited by

  • 2002The impacts of a web-aided instructional simulation on science learning80 cited
  • 2008Emergent modeling: discrete graphs to support the understanding of change and velocity78 cited
  • 2006Conceptual Change in Physical Geography and Environmental Sciences through Mental Model Building: The Example of Groundwater66 cited
  • 2009Haptic feedback and students’ learning about levers: Unraveling the effect of simulated touch62 cited
  • 2018Flipping the laboratory: improving student engagement and learning outcomes in second year science courses62 cited
  • 2014Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education57 cited
  • 2005Modelling motion: from trace graphs to instantaneous change53 cited
  • 2018Discovery learning: zombie, phoenix, or elephant?31 cited