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Intentional conceptual change

Mahwah, N.J.: L. Erlbaum (2003)

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  1. Explications for Engineering.Samantha Wakil - 2020 - Dissertation, University of North Carolina, Chapel Hill
    The conservative idea that it is a philosopher’s job to clarify common sense beliefs about ordinary concepts is being weeded out from the population and replaced by a revisionist agenda: philosophers should not merely describe but also analyze and suggest ways to improve our concepts. This project is called "conceptual engineering." The conceptual engineering literature is growing rapidly as more philosophers undertake normative conceptual work. However, many philosophers are practicing conceptual engineering untethered to an explicit methodology. Analyses addressing how we (...)
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  • Conceptual Change from the Framework Theory Side of the Fence.Stella Vosniadou & Irini Skopeliti - 2014 - Science & Education 23 (7):1427-1445.
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  • Healing, Mental Energy in the Physics Classroom: Energy Conceptions and Trust in Complementary and Alternative Medicine in Grade 10–12 Students. [REVIEW]Annika M. Svedholm & Marjaana Lindeman - 2013 - Science & Education 22 (3):677-694.
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  • What Can Be Learned From a Laboratory Model of Conceptual Change? Descriptive Findings and Methodological Issues.Stellan Ohlsson & David G. Cosejo - 2014 - Science & Education 23 (7):1485-1504.
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  • Conceptual role semantics, the theory theory, and conceptual change.Ingo Brigandt - 2004 - In Conceptual role semantics, the theory theory, and conceptual change. Murcia: pp. 30-34.
    The purpose of the paper is twofold. I first outline a philosophical theory of concepts based on conceptual role semantics. This approach is explicitly intended as a framework for the study and explanation of conceptual change in science. Then I point to the close similarities between this philosophical framework and the theory theory of concepts, suggesting that a convergence between psychological and philosophical approaches to concepts is possible. An underlying theme is to stress that using a non-atomist account of concepts (...)
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  • Argumentation and Explanation in Conceptual Change: Indications From Protocol Analyses of Peer‐to‐Peer Dialog.Christa S. C. Asterhan & Baruch B. Schwarz - 2009 - Cognitive Science 33 (3):374-400.
    In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio‐cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural selection, a topic for which students’ intuitive conceptions have been shown to be particularly robust. Learning tasks were designed according to the socio‐cognitive conflict instructional paradigm. (...)
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