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Refocusing core intuitions: A concretizing role for analogy in conceptual change

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References

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Cited by

2004WHAT RESEARCH TELLS US ABOUT USING ANALOGIES TO TEACH CHEMISTRY116 cited
2010The role of intuitive heuristics in students' thinking: Ranking chemical substances115 cited
2007Modeling student thinking: An example from special relativity111 cited
2017Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers104 cited
2016Unpacking Sensemaking95 cited
2000An investigation of the knowledge structures of experts, intermediates and novices in physics94 cited
2006An analysis of the effectiveness of analogy use in college-level biochemistry textbooks91 cited
2013Students’ Conceptions as Dynamically Emergent Structures87 cited
2002Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: A study of air pressure and buoyancy87 cited
2004Fostering radical conceptual change through dual‐situated learning model83 cited
1996Measuring intuitive knowledge in science: The development of the what-if test83 cited
2008The Role of Explanatory Models in Teaching for Conceptual Change81 cited
2004Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton's third law78 cited
2001Discovery simulations and the assessment of intuitive knowledge74 cited
2012Reasoning Through Instructional Analogies72 cited
2003Elaborate analogies in science text: Tools for enhancing preservice teachers’ knowledge and attitudes71 cited