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The object coordination class applied to wave pulses: Analysing student reasoning in wave physics
15 references·13 citing·34 second hop
The object coordination class applied to wave pulses: Analysing student reasoning in wave physics (2002)The object coordination class applied to …Student resources for learning introductory physics (2000)Student resources for learnin…Resource Letter: PER-1: Physics Education Research (1999)Resource Letter: PER-1: Physi…Making sense of how students make sense of mechanical waves (1999)Making sense of how students …What changes in conceptual change? (1998)What changes in conceptual ch…Tutorials in Introductory Physics (1998)Tutorials in Introductory Phy…The nature of naive explanations of natural selection (1998)The nature of naive explanati…Knowledge acquisition in foundational domains. (1998)Knowledge acquisition in foun…On the effectiveness of active-engagement microcomputer-based laboratories (1997)On the effectiveness of activ…Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions (1996)Misconceptions or P-Prims: Ho…Implications of cognitive studies for teaching physics (1994)Implications of cognitive stu…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Toward an epistemology of physics (1993)Toward an epistemology of phy…Philosophy of science, cognitive psychology, and educational theory and practice (1992)Philosophy of science, cognit…A guide to introductory physics teaching (1990)A guide to introductory physi…Students’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy (2012)Exploring the Use of Conceptu…Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves (2011)Consistency of students’ conc…Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change (2010)Identifying students’ mental …How students use mathematical resources in an electrostatics context (2008)How students use mathematical…Developing, Evaluating and Demonstrating the Use of a Conceptual Survey in Mechanical Waves (2008)Developing, Evaluating and De…Using resource graphs to represent conceptual change (2006)Using resource graphs to repr…Use of analogy in learning physics: The role of representations (2006)Use of analogy in learning ph…Sound Stuff? Naïve materialism in middle‐school students’ conceptions of sound (2006)Sound Stuff? Naïve materialis…Understanding and affecting student reasoning about sound waves (2003)Understanding and affecting s…Recent advances in classroom physics (2003)Recent advances in classroom …Understanding and Affecting Student Reasoning About Sound Waves (2002)Understanding and Affecting S…Investigating student understanding of quantum physics: Spontaneous models of conductivity (2002)Investigating student underst…What Coordination has to Say about Transfer (2000)What Coordination has to Say …Categorization and Representation of Physics Problems by Experts and Novices* (1981)Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007)The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project (2007)The Language of Thought (1975)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Women, Fire, and Dangerous Things (1987)How Students Understand Physics Equations (2001)Mental Models (1983)The Body in the Mind (1987)From things to processes: A theory of conceptual change for learning science concepts (1994)Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Student expectations in introductory physics (1998)Elements of a cognitive model of physics problem solving: Epistemic games (2007)Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2014)Force concept inventory (1992)Teaching Physics: Figuring out What Works (1999)The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics (2003)Electromagnetism supercharged!: learning physics with digital simulation games (2004)A typology of school science models (2000)Mental models, conceptual models, and modelling (2000)Synthesis of discipline-based education research in physics (2014)The initial knowledge state of college physics students (1985)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)Folk biology and the anthropology of science: Cognitive universals and cultural particulars (1998)All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy (1999)Semantic Cognition: A Parallel Distributed Processing Approach (2004)Mental Models of the Day/Night Cycle (1994)Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? (2012)Teaching and physics education research: bridging the gap (2014)The Curious Construct of Active Learning (2021)
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References

  • 1993Toward an Epistemology of Physics1,358 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 1982Students’ preconceptions in introductory mechanics1,230 cited
  • 1998What changes in conceptual change?692 cited
  • 1999Resource Letter: PER-1: Physics Education Research659 cited
  • 2000Student resources for learning introductory physics637 cited
  • 1992Philosophy of science, cognitive psychology, and educational theory and practice632 cited
  • 1998Knowledge acquisition in foundational domains.486 cited
  • 1998Tutorials in Introductory Physics470 cited
  • 1994Implications of cognitive studies for teaching physics380 cited
  • 1996Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions349 cited
  • 1990A guide to introductory physics teaching321 cited
  • 1997On the effectiveness of active-engagement microcomputer-based laboratories314 cited
  • 1998The nature of naive explanations of natural selection253 cited
  • 1999Making sense of how students make sense of mechanical waves135 cited

Cited by

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  • 2006Use of analogy in learning physics: The role of representations111 cited
  • 2002Investigating student understanding of quantum physics: Spontaneous models of conductivity108 cited
  • 2010Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change105 cited
  • 2012Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy96 cited
  • 2006Sound Stuff? Naïve materialism in middle‐school students’ conceptions of sound93 cited
  • 2002Understanding and Affecting Student Reasoning About Sound Waves90 cited
  • 2003Understanding and affecting student reasoning about sound waves78 cited
  • 2006Using resource graphs to represent conceptual change68 cited
  • 2008Developing, Evaluating and Demonstrating the Use of a Conceptual Survey in Mechanical Waves66 cited
  • 2008How students use mathematical resources in an electrostatics context62 cited
  • 2003Recent advances in classroom physics59 cited
  • 2011Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves52 cited
  • 2000What Coordination has to Say about Transfer3 cited