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What is this Substance? What Makes it Different? Mapping Progression in Students’ Assumptions about Chemical Identity
16 references·0 citing·41 second hop
What is this Substance? What Makes it Different? Mapping Progression in Students’ Assumptions about Chemical Identity (2014)What is this Substance? What Makes it Dif…International Handbook of Research on Conceptual Change (2009)International Handbook of Res…Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge (2006)Overcoming Barriers to Studen…Overcoming Barriers to Student Understanding (2006)Overcoming Barriers to Studen…Core knowledge (2006)Core knowledgeThe essential child: origins of essentialism in everyday thought (2003)The essential child: origins …The Essential Child (2003)The Essential ChildIntentional Conceptual Change (2003)Intentional Conceptual ChangeConceptual change: A powerful framework for improving science teaching and learning (2003)Conceptual change: A powerful…The Origin of Concepts (2000)The Origin of ConceptsCognition and Instruction (2000)Cognition and InstructionHandbook of research on science teaching and learning (1995)Handbook of research on scien…Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Toward an epistemology of physics (1993)Toward an epistemology of phy…Similarity and Analogical Reasoning (1989)Similarity and Analogical Rea…Scientific Discovery (1987)Scientific DiscoveryOn differentiation: A case study of the development of the concepts of size, weight, and density (1985)On differentiation: A case st…Features of similarity. (1977)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)SCRIPTS, PLANS, GOALS, AND UNDERSTANDING (1988)What's basic about basic emotions? (1990)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Mental Models (1983)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)Falsification and the Methodology of Scientific Research Programmes (1970)Falsification and the Methodology of Scientific Research Programmes (1976)Constraint relaxation and chunk decomposition in insight problem solving. (1999)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Categorization and Representation of Physics Problems by Experts and Novices* (1981)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)Learning science in informal environments : people, places, and pursuits (2009)Conceptual Change in Childhood (1985)Semantic Cognition: A Parallel Distributed Processing Approach (2004)Do humans have two systems to track beliefs and belief-like states? (2009)Origins of Objectivity (2010)The Principles of Psychology (1891)Thought and language (1962)Women, Fire, and Dangerous Things (1987)The Varieties of Self-Transcendent Experience (2017)Developmental Intergroup Theory (2007)The weirdest people in the world? (2010)When group membership gets personal: A theory of identity fusion. (2012)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Where's the evidence that active learning works? (2006)Explanatory Coherence (1989)Learning in and about complex systems (1994)RETRACTED ARTICLE: The Nature of Creativity (2006)Confusion can be beneficial for learning (2012)Synthesis of discipline-based education research in physics (2014)The Challenges of Defining and Measuring Student Engagement in Science (2015)
this work references cited by second hop

References

  • 1989Similarity and Analogical Reasoning2,390 cited
  • 2000The Origin of Concepts2,320 cited
  • 1995Handbook of research on science teaching and learning2,062 cited
  • 1994Capturing and modeling the process of conceptual change1,421 cited
  • 2003The essential child: origins of essentialism in everyday thought1,377 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 2003The Essential Child1,243 cited
  • 2003Conceptual change: A powerful framework for improving science teaching and learning1,241 cited
  • 2009International Handbook of Research on Conceptual Change1,240 cited
  • 1987Scientific Discovery1,098 cited
  • 2006Core knowledge1,098 cited
  • 2006Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge844 cited
  • 2000Cognition and Instruction632 cited
  • 2006Overcoming Barriers to Student Understanding559 cited
  • 2003Intentional Conceptual Change558 cited
  • 1985On differentiation: A case study of the development of the concepts of size, weight, and density486 cited

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