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Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers
16 references·4 citing·40 second hop
Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers (2017)Toward a durable prevalence of scientific…Handbook of Research on Science Education (2013)Handbook of Research on Scien…Dual-Process Theories of Higher Cognition (2013)Dual-Process Theories of High…Scientific knowledge suppresses but does not supplant earlier intuitions (2012)Scientific knowledge suppress…International Handbook of Research on Conceptual Change (2009)International Handbook of Res…In two minds: dual-process accounts of reasoning (2003)In two minds: dual-process ac…Conceptual change: A powerful framework for improving science teaching and learning (2003)Conceptual change: A powerful…On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)On the cognitive conflict as …Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics (1993)Using bridging analogies and …Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Toward an epistemology of physics (1993)Toward an epistemology of phy…Mental models of the earth: A study of conceptual change in childhood (1992)Mental models of the earth: A…On differentiation: A case study of the development of the concepts of size, weight, and density (1985)On differentiation: A case st…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…A Conceptual Change Approach to Learning Science (1981)A Conceptual Change Approach …Implicit associations of teleology and essentialism concepts with genetics concepts among secondary school students (2020)Implicit associations of tele…Ignorance, misconceptions and critical thinking (2020)Ignorance, misconceptions and…Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation (2020)Dialogic Pathways to Manage U…Competing Explanations of Competing Explanations: Accounting for Conflict Between Scientific and Folk Explanations (2019)Competing Explanations of Com…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)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)Falsification and the Methodology of Scientific Research Programmes (1976)Constraint relaxation and chunk decomposition in insight problem solving. (1999)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)Judgment under Uncertainty: Heuristics and Biases (1975)Judgment Under Uncertainty: Heuristics and Biases. (1984)Individual differences in reasoning: Implications for the rationality debate? (2000)Understanding and sharing intentions: The origins of cultural cognition (2005)Dual-Processing Accounts of Reasoning, Judgment, and Social Cognition (2007)On the psychology of prediction. (1973)Judgment under Uncertainty: Heuristics and Biases (1974)Thinking, Fast and Slow (2011)Psychology of Habit (2015)Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning (2018)The Psychology of Fake News (2021)Educational Psychology: A Cognitive View (1968)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)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)Mental Models of the Day/Night Cycle (1994)What changes in conceptual change? (1998)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)
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References

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 2013Dual-Process Theories of Higher Cognition4,256 cited
  • 2003In two minds: dual-process accounts of reasoning2,259 cited
  • 1992Mental models of the earth: A study of conceptual change in childhood1,661 cited
  • 1994Capturing and modeling the process of conceptual change1,421 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 2003Conceptual change: A powerful framework for improving science teaching and learning1,241 cited
  • 2009International Handbook of Research on Conceptual Change1,240 cited
  • 2001On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal662 cited
  • 1993Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics568 cited
  • 1982Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy517 cited
  • 1985On differentiation: A case study of the development of the concepts of size, weight, and density486 cited
  • 1981A Conceptual Change Approach to Learning Science

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442 cited
  • 2012Scientific knowledge suppresses but does not supplant earlier intuitions418 cited
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    • 2020Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation54 cited
    • 2019Competing Explanations of Competing Explanations: Accounting for Conflict Between Scientific and Folk Explanations46 cited
    • 2020Ignorance, misconceptions and critical thinking30 cited
    • 2020Implicit associations of teleology and essentialism concepts with genetics concepts among secondary school students8 cited