Branding/Logomark minus arrow-point-to-down Citation Combined Shape Icon/Bookmark-empty Icon/Copy Icon/Collection Icon/Close Copy 7 Icon/List
Loading Scinapse...
Leopold E. Klopfer
University of Pittsburgh
32Publications
13H-index
1,519Citations
Publications 32
Newest
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh),
Audrey B. Champagne1
Estimated H-index: 1
(University at Albany, SUNY),
Seth Chaiklin6
Estimated H-index: 6
(Aarhus University)
Ref 21Cited 12
Source
Cite this paper
1992 in Perceptual and Motor Skills [IF: 0.63]
Ron Hoz8
Estimated H-index: 8
(Ben-Gurion University of the Negev),
Audrey B. Champagne4
Estimated H-index: 4
(American Association for the Advancement of Science),
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh)
Summary.-The hypothetical construct of cognitive structure encodes human knowl- edge internally, and two-stage probes are used to define it operationally to obtain ex- ternal representations of cognitive structure. First, a proximity matrix is constructed that encodes subjects' responses on a task, and secondly, a scaling method is applied to the proximity matrix to yield a representation of cognitive structure in the form of concept categories or spatial configurations. A new multitechnique-mdt...
Ref 42Cited 4 Source Cite this paper
Leona Schauble7
Estimated H-index: 7
(University of Pittsburgh),
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh),
Kalyani Raghavan10
Estimated H-index: 10
(University of Pittsburgh)
This study investigates the hypothesis that when children are engaged in science experiments, the goal of which is to understand relations among causes and effects, they often use the engineering model of experimentation, characterized by the more familiar goal of manipulating variables to produce a desired outcome. Sixteen fifth- and sixth-graders worked on two experimentation problems consistent with the engineering and science models, respectively. The context in which these problems were fra...
Ref 10Cited 266
Source
Cite this paper
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh),
Audrey B. Champagne4
Estimated H-index: 4
(American Association for the Advancement of Science)
Ref 3Cited 33
Source
Cite this paper
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh)
Ref 2Cited 1
Source
Cite this paper
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh),
Audrey B. Champagne10
Estimated H-index: 10
(University of Pittsburgh),
Richard Gunstone29
Estimated H-index: 29
(Monash University)
Ref 22Cited 106
Download PDF
Cite this paper
Audrey B. Champagne10
Estimated H-index: 10
,
Richard Gunstone29
Estimated H-index: 29
,
Leopold E. Klopfer13
Estimated H-index: 13
AUTHOR Champagne, Audrey B.; And Others TITLE A Perspective on the Differences between Expert and Novice Performance in Solving Physics Problems. INSTITUTION Pittsburgh Univ., Pa. Learning Research and Development Center. SPONS AGENCY National Inst. of Education (ED), Washington, DC. REPORT NO LRDC-1983/20 PUB DATE 83 NOTE 15p.; Paper presented at the meeting of the Australian Science Education Research Association (Sydney, Australia, May 1982). PUB TYPE Reports Research/Technical (143) -Speeche...
Ref 11Cited 12
Source
Cite this paper
Audrey B. Champagne10
Estimated H-index: 10
(University of Pittsburgh),
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh)
To explain students' achievement in the mechanics segment of a college physics course, a causal model is proposed whose variables are the three constructs: Newtonian physics, math ability, and science experience. Each variable specifies several variates, whose numerical values were measured and intercorrelations computed. The Factorial Modeling (FaM) procedure is applied to the data to estimate the coefficients of the proposed model's structural equations. The FaM results indicate that the model...
Ref 14Cited 26
Source
Cite this paper
Audrey B. Champagne10
Estimated H-index: 10
(University of Pittsburgh),
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh),
Richard Gunstone29
Estimated H-index: 29
(Monash University)
The utilization of cognitive psychological theory and findings from research to inform the design of instruction is illustrated in this paper. Physics learning studies demonstrate that students' pre‐instructional world knowledge is often logically antagonistic to the principles of Newtonian mechanics taught in introductory physics. Under these conditions psychological theory predicts that learning will be inhibited, a prediction consistent with both the experiences of physics teachers and the re...
Ref 39Cited 149
Download PDF
Cite this paper
Audrey B. Champagne10
Estimated H-index: 10
(University of Pittsburgh),
Leopold E. Klopfer13
Estimated H-index: 13
(University of Pittsburgh)
Ref 1Cited 14
Download PDF
Cite this paper
1234