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Interference between naïve and scientific theories occurs in mathematics and is related to mathematical achievement
11 references·0 citing·46 second hop
Interference between naïve and scientific theories occurs in mathematics and is related to mathematical achievement (2021)Interference between naïve and scientific…Inhibition and Conceptual Learning in Science: a Review of Studies (2020)Inhibition and Conceptual Lea…Competing Explanations of Competing Explanations: Accounting for Conflict Between Scientific and Folk Explanations (2019)Competing Explanations of Com…The Recruitment of Shifting and Inhibition in On‐line Science and Mathematics Tasks (2018)The Recruitment of Shifting a…Tensions Between Science and Intuition Across the Lifespan (2015)Tensions Between Science and …PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE (2014)PERSISTENCE OF THE INTUITIVE …Scientific knowledge suppresses but does not supplant earlier intuitions (2012)Scientific knowledge suppress…Professional physical scientists display tenacious teleological tendencies: Purpose-based reasoning as a cognitive default. (2012)Professional physical scienti…Improving Algebra Preparation: Implications From Research on Student Misconceptions and Difficulties (2012)Improving Algebra Preparation…The Human Function Compunction: Teleological explanation in adults (2009)The Human Function Compunctio…Developmental “Roots” in Mature Biological Knowledge (2009)Developmental “Roots” in Matu…Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Falsification and the Methodology of Scientific Research Programmes (1970)Falsification and the Methodology of Scientific Research Programmes (1976)Mental Models (1983)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Conceptual change: A powerful framework for improving science teaching and learning (2003)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)The origins of intelligence in children. 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this work references cited by second hop

References

  • 1994Capturing and modeling the process of conceptual change1,510 cited
  • 2009The Human Function Compunction: Teleological explanation in adults480 cited
  • 2012Scientific knowledge suppresses but does not supplant earlier intuitions457 cited
  • 2012Professional physical scientists display tenacious teleological tendencies: Purpose-based reasoning as a cognitive default.431 cited
  • 2009Developmental “Roots” in Mature Biological Knowledge141 cited
  • 2015Tensions Between Science and Intuition Across the Lifespan131 cited
  • 2014PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE97 cited
  • 2020Inhibition and Conceptual Learning in Science: a Review of Studies59 cited
  • 2018The Recruitment of Shifting and Inhibition in On‐line Science and Mathematics Tasks49 cited
  • 2019Competing Explanations of Competing Explanations: Accounting for Conflict Between Scientific and Folk Explanations46 cited
  • 2012Improving Algebra Preparation: Implications From Research on Student Misconceptions and Difficulties44 cited

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