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Re-framing the Conceptual Change Approach in Learning and Instruction
0 references·16 citing·56 second hopsampled
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  • 2009On Cognitive Constraints and Learning Progressions: The case of “structure of matter”206 cited
  • 2007Conceptual Change and Education205 cited
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  • 2012Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science139 cited
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  • 2011Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models130 cited
  • 2010The Role of Epistemic Beliefs in Students’ Self-Regulated Learning With Computer-Based Learning Environments: Conceptual and Methodological Issues123 cited
  • 2010Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level.122 cited
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  • 2014Negative Integer Understanding: Characterizing First Graders' Mental Models113 cited
  • 2010Uncovering the effect of text structure in learning from a science text: An eye-tracking study109 cited
  • 2013The Model of Instructional Quality in COACTIV: A Multicriteria Analysis

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99 cited
  • 2009History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science98 cited
  • 2012Developing teachers’ subject didactic competence through problem posing98 cited
  • 2013Modeling and measuring epistemic cognition: A qualitative re-investigation95 cited