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  1. Modeling Conceptualization and Investigating Teaching Effectiveness.Jérôme Santini, Tracy Bloor & Gérard Sensevy - 2018 - Science & Education 27 (9-10):921-961.
    Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical practices are modeled (...)
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  • Science and common sense: perspectives from philosophy and science education.Sara Green - 2019 - Synthese 196 (3):795-818.
    This paper explores the relation between scientific knowledge and common sense intuitions as a complement to Hoyningen-Huene’s account of systematicity. On one hand, Hoyningen-Huene embraces continuity between these in his characterization of scientific knowledge as an extension of everyday knowledge, distinguished by an increase in systematicity. On the other, he argues that scientific knowledge often comes to deviate from common sense as science develops. Specifically, he argues that a departure from common sense is a price we may have to pay (...)
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  • Causal reasoning with forces.Phillip Wolff & Aron K. Barbey - 2015 - Frontiers in Human Neuroscience 9.
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  • The causal asymmetry.Peter A. White - 2006 - Psychological Review 113 (1):132-147.
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • On the limitations of thought experiments in physics and the consequences for physics education.Miriam Reiner & Lior M. Burko - 2003 - Science & Education 12 (4):365-385.
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  • (1 other version)When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science 31 (1):3-62.
    It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...)
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  • Shuttling Between Depictive Models and Abstract Rules: Induction and Fallback.Daniel L. Schwartz & John B. Black - 1996 - Cognitive Science 20 (4):457-497.
    A productive way to think about imagistic mental models of physical systems is as though they were sources of quasi‐empirical evidence. People depict or imagine events at those points in time when they would experiment with the world if possible. Moreover, just as they would do when observing the world, people induce patterns of behavior from the results depicted in their imaginations. These resulting patterns of behavior can then be cast into symbolic rules to simplify thinking about future problems and (...)
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  • Coherence versus fragmentation in the development of the concept of force.Andrea A. diSessa, Nicole M. Gillespie & Jennifer B. Esterly - 2004 - Cognitive Science 28 (6):843-900.
    This article aims to contribute to the literature on conceptual change by engaging in direct theoretical and empirical comparison of contrasting views. We take up the question of whether naïve physical ideas are coherent or fragmented, building specifically on recent work supporting claims of coherence with respect to the concept of force by Ioannides and Vosniadou [Ioannides, C., & Vosniadou, C. (2002). The changing meanings of force. Cognitive Science Quarterly 2, 5–61]. We first engage in a theoretical inquiry on the (...)
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  • Singular Clues to Causality and Their Use in Human Causal Judgment.Peter A. White - 2014 - Cognitive Science 38 (1):38-75.
    It is argued that causal understanding originates in experiences of acting on objects. Such experiences have consistent features that can be used as clues to causal identification and judgment. These are singular clues, meaning that they can be detected in single instances. A catalog of 14 singular clues is proposed. The clues function as heuristics for generating causal judgments under uncertainty and are a pervasive source of bias in causal judgment. More sophisticated clues such as mechanism clues and repeated interventions (...)
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  • The Feasibility of Folk Science.Frank C. Keil - 2010 - Cognitive Science 34 (5):826-862.
    If folk science means individuals having well worked out mechanistic theories of the workings of the world, then it is not feasible. Laypeople’s explanatory understandings are remarkably coarse, full of gaps, and often full of inconsistencies. Even worse, most people overestimate their own understandings. Yet recent views suggest that formal scientists may not be so different. In spite of these limitations, science somehow works and its success offers hope for the feasibility of folk science as well. The success of science (...)
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  • (1 other version)A Rasch modeling approach to analyzing students’ incorrect answers on multiple-choice questionsPrimjena Rasch modeliranja u analizi netočnih odgovora studenata na pitanja višestrukog izbora.Džana Salibašić Glamočić & Vanes Mešić - 2022 - Metodicki Ogledi 29 (1):217-240.
    An analysis of students’ difficulties for a curricular topic may help the educator to gain better insight into students’ reasoning about that topic which is a prerequisite for high-quality teaching. The purpose of this study was to demonstrate how distractor analysis may be used for identifying students’ difficulties in a certain topic. In order to be in position to perform invariant measurement and to easily relate students’ difficulties to their achievement levels, we decided to take a Rasch modeling approach. Our (...)
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  • When Are Tutorial Dialogues More Effective Than Reading?Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Carolyn P. Rosé - 2007 - Cognitive Science 31 (1):3-62.
    It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...)
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  • Preparing learners with partly incorrect intuitive prior knowledge for learning.Andrea Ohst, Bã©Atrice M. E. Fondu, Inga Glogger, Matthias Nã¼Ckles & Alexander Renkl - 2014 - Frontiers in Psychology 5.
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  • Conceptual Change: Analogies Great and Small and the Quest for Coherence.Brian Dunst & Alex Levine - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1345-1361.
    Historians and philosophers of science have, in recent decades, offered evidence in support of several influential models of conceptual change in science. These models have often drawn on and in turn driven research on conceptual change in childhood and in science education. This nexus of reciprocal influences is held together by several largely unexamined analogies and by several assumptions concerning analogy itself. In this chapter, we aim to shed some light on these hidden premises and subject them to critical scrutiny. (...)
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  • Goals and Learning in Microworlds.Craig S. Miller, Jill Fain Lehman & Kenneth R. Koedinger - 1999 - Cognitive Science 23 (3):305-336.
    We explored the consequences for learning through interaction with an educational microworld called Electric Field Hockey (EFH). Like many microworlds, EFH is intended to help students develop a qualitative understanding of the target domain, in this case, the physics of electrical interactions. Through the development and use of a computer model that learns to play EFH, we analyzed the knowledge the model acquired as it applied the game‐oriented strategies we observed physics students using. Through learning‐by‐doing on the standard sequence of (...)
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  • The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning.Kenneth R. Koedinger, Albert T. Corbett & Charles Perfetti - 2012 - Cognitive Science 36 (5):757-798.
    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the (...)
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  • Misconceived Causal Explanations for Emergent Processes.Michelene T. H. Chi, Rod D. Roscoe, James D. Slotta, Marguerite Roy & Catherine C. Chase - 2012 - Cognitive Science 36 (1):1-61.
    Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...)
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  • Dynamics and the Perception of Causal Events.Phillip Wolff - 2006 - Understanding Events.
    We use our knowledge of causal relationships to imagine possible events. We also use these relationships to look deep into the past and infer events that were not witnessed or to infer what can not be directly seen in the present. Knowledge of causal relationships allows us to go beyond the here and now. This chapter introduces a new theoretical framework for how this very basic concept might be mentally represented. It proposes an epistemological theory of causation — that is, (...)
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  • The Oxford Handbook of Causal Reasoning.Michael Waldmann (ed.) - 2017 - Oxford, England: Oxford University Press.
    Causal reasoning is one of our most central cognitive competencies, enabling us to adapt to our world. Causal knowledge allows us to predict future events, or diagnose the causes of observed facts. We plan actions and solve problems using knowledge about cause-effect relations. Without our ability to discover and empirically test causal theories, we would not have made progress in various empirical sciences. In the past decades, the important role of causal knowledge has been discovered in many areas of cognitive (...)
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  • Mental Models of the Day/Night Cycle.Stella Vosniadou & William F. Brewer - 1994 - Cognitive Science 18 (1):123-183.
    This article presents the results of an experiment which investigated elementary school children's explanations of the day/night cycle. First, third, and fifth grade children were asked to explain certain phenomena, such as the disappearance of the sun during the night, the disappearance of stars during the day, the apparent movement of the moon, and the alteration of day and night. The results showed that the majority of the children in our sample used in a consistent fashion a small number of (...)
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  • Confronting Conceptual Challenges in Thermodynamics by Use of Self-Generated Analogies.Jesper Haglund & Fredrik Jeppsson - 2014 - Science & Education 23 (7):1505-1529.
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  • Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science.Igal Galili - 2012 - Science & Education 21 (9):1283-1316.
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  • Scientific knowledge suppresses but does not supplant earlier intuitions.Andrew Shtulman & Joshua Valcarcel - 2012 - Cognition 124 (2):209-215.
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  • On Discerning Critical Elements, Relationships and Shifts in Attaining Scientific Terms: The Challenge of Polysemy/Homonymy and Reference.Helge R. Strömdahl - 2012 - Science & Education 21 (1):55-85.
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  • Teaching Controversies in Earth Science: The Role of History and Philosophy of Science.Glenn Dolphin & Jeff Dodick - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 553-599.
    The state of geoscience education, in terms of numbers of teachers, students taught, and perceived importance, has been lagging behind the other science disciplines for decades. Part of the reason for this is that geology is seen as a “derivative” science as compared to its “experimental” counterparts (for instance, physics and chemistry). However, with current global issues facing the populations of the world (climate change, scarcity of clean water, increasing fossil fuel usage), being geoscience literate is a must. We will (...)
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  • Representing and meaning in history and in classrooms: Developing symbols and conceptual organizations of free-fall motion.Michael J. Ford - 2003 - Science & Education 12 (1):1-25.
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  • The Construction of Causal Schemes: Learning Mechanisms at the Knowledge Level.Andrea A. diSessa - 2014 - Cognitive Science 38 (5):795-850.
    This work uses microgenetic study of classroom learning to illuminate (1) the role of pre-instructional student knowledge in the construction of normative scientific knowledge, and (2) the learning mechanisms that drive change. Three enactments of an instructional sequence designed to lead to a scientific understanding of thermal equilibration are used as data sources. Only data from a scaffolded student inquiry preceding introduction of a normative model were used. Hence, the study involves nearly autonomous student learning. In two classes, students developed (...)
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  • Students’ Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles.Georgios Tsaparlis, Sotiris Hartzavalos & Canan Nakiboğlu - 2013 - Science & Education 22 (8):1963-1991.
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  • Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force.Mina C. Johnson-Glenberg, Colleen Megowan-Romanowicz, David A. Birchfield & Caroline Savio-Ramos - 2016 - Frontiers in Psychology 7.
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  • Concepts in change.Anna-Mari Rusanen & Samuli Pöyhönen - 2013 - Science & Education 22 (6):1389–1403.
    In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and (...)
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  • Family Conversations About Heat and Temperature: Implications for Children’s Learning.Megan R. Luce & Maureen A. Callanan - 2020 - Frontiers in Psychology 11:538775.
    Some science educators claim that children enter science classrooms with a conception of heat considered by physicists to be incorrect and speculate that “misconceptions” may result from the way heat is talked about in everyday language (e.g., Lautrey and Mazens, 2004 ; Slotta and Chi, 2006 ). We investigated talk about heat in naturalistic conversation to explore the claim that children often hear heat discussed as a substance rather than as a process, potentially hindering later learning of heat as energy (...)
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  • Students’ Conceptions as Dynamically Emergent Structures.David E. Brown - 2014 - Science & Education 23 (7):1463-1483.
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  • Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology.Edward F. Redish & Eric Kuo - 2015 - Science & Education 24 (5-6):561-590.
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  • Concept Development in Learning Physics: The Case of Electric Current and Voltage Revisited.Ismo T. Koponen & Laura Huttunen - 2013 - Science & Education 22 (9):2227-2254.
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  • Experts' views on using history and philosophy of science in the practice of physics instruction.Igal Galili & Amnon Hazan - 2001 - Science & Education 10 (4):345-367.
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  • How does the body get into the mind?Wolff-Michael Roth & Daniel V. Lawless - 2002 - Human Studies 25 (3):333-358.
    In this article, we propose that gestures play an important role in the connection between sensorimotor experience and language. Gestures may be the link between bodily experience and verbal expression that advocates of embodied cognition have postulated. In a developmental sequence of communicative action, gestures, which are initially similar to action sequences, substantially shorten and represent actions in metonymic form. In another process, action sequences are based on kinesthetic schemata that themselves find their metaphoric expression in language. Again, gestures enact (...)
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  • Driver of discontent or escape vehicle: the affective consequences of mindwandering.Malia F. Mason, Kevin Brown, Raymond A. Mar & Jonathan Smallwood - 2013 - Frontiers in Psychology 4.
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  • Thought Experiments in Science and in Science Education.Mervi A. Asikainen & Pekka E. Hirvonen - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1235-1256.
    This chapter will discuss the role of thought experiments in science and in science teaching. The constructive and destructive roles played by thought experiments in the construction of scientific theories can be used in science teaching to help students to understand the processes of science. In addition, they have potential to be used as a teaching tool for developing students’ conceptual understanding. The use of thought experiments can also increase students’ interest in science and help them in understanding situations beyond (...)
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  • Naive Analysis of Food Web Dynamics: A Study of Causal Judgment About Complex Physical Systems.Peter A. White - 2000 - Cognitive Science 24 (4):605-650.
    When people make judgments about the effects of a perturbation on populations of species in a food web, their judgments exhibit the dissipation effect: a tendency to judge that effects of the perturbation weaken or dissipate as they spread out through the food web from the locus of the perturbation. In the present research evidence for two more phenomena is reported. Terminal locations are points in the food web with just a single connection to the rest of the web. Judged (...)
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  • Evaluating the inverse reasoning account of object discovery.Christopher D. Carroll & Charles Kemp - 2015 - Cognition 139:130-153.
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  • Qualitative Quantitative and Experimental Concept Possession, Criteria for Identifying Conceptual Change in Science Education.Otto Lappi - 2013 - Science & Education 22 (6):1347-1359.
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  • Complex declarative learning.Michelene Th Chi & Stellan Ohlsson - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge handbook of thinking and reasoning. Cambridge, England: Cambridge University Press.
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  • Explorations of University Physics in Abstract Contexts : From de Sitter Space to Learning Space.Daniel Domert - unknown
    This is a thesis which contributes to research in two different fields: theoretical physics and physics education research. The common link between these two research areas is that both involve explorations of abstract physics and mathematical representations, but from different perspectives. The first part of this thesis is situated in theoretical physics. Here a cosmological scenario is explored where a de Sitter phase is replaced with a phase described with a scale factor a ~ tq, where 1/3<1. This scenario could (...)
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  • (1 other version)When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science: A Multidisciplinary Journal 30 (1):3-62.
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  • The Nature and Role of Thought Experiments in Solving Conceptual Physics Problems.Şule Dönertaş Kösem & Ömer Faruk Özdemir - 2014 - Science & Education 23 (4):865-895.
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  • The Backward Induction Controversy as a Metaphorical Problem.Ramzi Mabsout - 2018 - Economic Thought 7 (1):24.
    The backward induction controversy in game theory flared up and then practically ended within a decade – the 1990s. The protagonists, however, did not converge on an agreement about the source of the controversy. Why was this the case, if opposing sides had access to the same modelling techniques and empirical facts? In this paper I offer an explanation for this controversy and its unsettled end. The answer is not to be found in the modelling claims made by the opposing (...)
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  • Children's Thoughts on the Origin of Species: A Study of Explanatory Coherence.Ala Samarapungavan & Reinout W. Wiers - 1997 - Cognitive Science 21 (2):147-177.
    This paper presents the results of a study which examined children's ideas about speciation. Two groups of elementary school students, 9‐year‐olds and 12‐year‐olds, were interviewed using a semi‐structured questionnaire. The results indicate that several children explain the phenomena of speciation in terms of consistent explanatory frameworks that strongly resemble either early Greek or renaissance variants of Essentialist theories in biology. The core beliefs of such frameworks constrain the types of solutions that are generated for a variety of biological problems.
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  • Thought-Experiments About Gravity in the History of Science and in Research into Children’s Thinking.E. J. Blown & T. G. K. Bryce - 2013 - Science & Education 22 (3):419-481.
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  • Towards to An Explanation for Conceptual Change: A Mechanistic Alternative.Anna-Mari Rusanen - 2014 - Science & Education 23 (7):1413-1425.
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