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Epistemological commitments in the learning of science: Examples from dynamics
7 references·8 citing·42 second hop
Epistemological commitments in the learning of science: Examples from dynamics (1985)Epistemological commitments in the learni…The role of conceptual conflict in conceptual change and the design of science instruction (1984)The role of conceptual confli…Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning* (1982)Unlearning Aristotelian Physi…Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy (1982)Alternative frameworks, conce…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Spontaneous Reasoning in Elementary Dynamics (1979)Spontaneous Reasoning in Elem…Human Understanding, Volume I: The Collective Use and Evolution of Concepts (1977)Human Understanding, Volume I…Human Understanding. Vol 1, The Collective Use and Evolution of Concepts (1975)Human Understanding. Vol 1, T…Case study of a successful learner’s epistemological framings of quantum mechanics (2017)Case study of a successful le…Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry (2001)Conceptual change using multi…Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules (2000)Functional fixedness and func…Educating prospective teachers of biology: Introduction and research methods (1999)Educating prospective teacher…Interpreting students' and teachers' discourse in science classes: An underestimated problem? (1996)Interpreting students' and te…Energy between the life‐world of pupils and the world of physics (1990)Energy between the life‐world…Scientific literacy and informal science teaching (1988)Scientific literacy and infor…Understanding students’ understandings: An example from dynamics (1985)Understanding students’ under…A Theory of Cognitive Dissonance (1957)The Structure of Scientific Revolutions (1963)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Constructing Scientific Knowledge in the Classroom (1994)A Theory of Cognitive Dissonance (2017)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Self-Efficacy Beliefs in Academic Settings (1996)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Structure of Scientific Revolutions (1963)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Conceptual change: A powerful framework for improving science teaching and learning (2003)Strukturen der Lebenswelt (1971)Cognitive Structure and Conceptual Change (1985)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)STS education: international perspectives on reform (1995)Science Education: Border Crossing into the Subculture of Science (1996)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Those Who Understand: Knowledge Growth in Teaching (1986)Solving Physics Problems: The Conceptions and Practice of an Experienced Teacher and an Inexperienced Teacher (2004)Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation (2004)Conceptual Change: Still a Powerful Framework for Improving the Practice of Science Instruction (2012)The activities of teaching (1971)Learning science: A generative process (1983)A Review of the Use and Implementation of Science Field Trips (1994)Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education (2006)THE ACT OF DISCOVERY (2006)Storytelling with Chemistry and Related Hands-On Activities: Informal Learning Experiences To Prevent “Chemophobia” and Promote Young Children’s Scientific Literacy (2014)Cognitive Psychology and Its Implications (1987)Handbook of research on science teaching and learning (1995)Exploring visuospatial thinking in chemistry learning (2004)The Teaching and Learning of Chemical Equilibrium (2006)Bridging scientific reasoning and conceptual change through adaptive web‐based learning (2009)Situated Cognition and the Culture of Learning (1989)Mental models of the earth: A study of conceptual change in childhood (1992)Learning by Collaborating: Convergent Conceptual Change (1992)Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning (1990)Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study (1998)Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications (1999)
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References

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,394 cited
  • 1979Spontaneous Reasoning in Elementary Dynamics657 cited
  • 1982Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy517 cited
  • 1982Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning*496 cited
  • 1984The role of conceptual conflict in conceptual change and the design of science instruction435 cited
  • 1975Human Understanding. Vol 1, The Collective Use and Evolution of Concepts83 cited
  • 1977Human Understanding, Volume I: The Collective Use and Evolution of Concepts40 cited

Cited by

  • 1988Scientific literacy and informal science teaching75 cited
  • 1990Energy between the life‐world of pupils and the world of physics73 cited
  • 2000Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules72 cited
  • 1999Educating prospective teachers of biology: Introduction and research methods70 cited
  • 2001Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry66 cited
  • 1996Interpreting students' and teachers' discourse in science classes: An underestimated problem?60 cited
  • 2017Case study of a successful learner’s epistemological framings of quantum mechanics

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59 cited
  • 1985Understanding students’ understandings: An example from dynamics56 cited