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Students’ conceptions and the learning of science

PUBLISHED | 2016 in International Journal of Science Education [IF: 1.24]
DOI | 10.1080/0950069890110501
CITED BY (369)
This introductory article to the Special Issue of the International Journal of Science Education attempts to review the theoretical contexts for research into children's conceptions in science and to identify future directions for research programmes in this field.
J. Nussbaum1
Estimated H-index: 1
Cited 77 Source
Mark F. Wiser1
Estimated H-index: 1
Sean J. Carey1
Estimated H-index: 1
Cited 188 Source
E.J. Wenham1
Estimated H-index: 1
Cited 13 Source
Leo H. T. West10
Estimated H-index: 10
(Monash University),
A. Leon Pines3
Estimated H-index: 3
(University of Maine at Farmington)
Cited 479 Source
Helen Weinreich-Haste1
Estimated H-index: 1
Jerome S. Bruner70
Estimated H-index: 70
(University of Oxford)
A highly topical volume which builds on currently emerging themes in the study of child development in the social world.
Cited 255 Source
Christine Howe23
Estimated H-index: 23
(University of Strathclyde),
Andrew Tolmie6
Estimated H-index: 6
(University of Strathclyde),
Catherine Rodgers2
Estimated H-index: 2
(King's College London)
The paper presents two studies designed to investigate whether, as Piagetian theory would predict, peer interaction can advance the physics understanding of primary school children so long as there is variation in initial viewpoints. The studies were concerned with advancing understanding of floating and sinking, with one focusing on the relevant properties of objects and the other on the relevant...
Ref 41Cited 78 Source Cite this paper
David E. Rumelhart62
Estimated H-index: 62
("University of California, San Diego"),
Donald A. Norman74
Estimated H-index: 74
("University of California, San Diego")
Abstract : This paper examines the role of analogy and procedural representation in learning. Examples of analogical manipulation of knowledge schemata are presented from several domains, including turtle geometry, kinship terms, and the learning of a computer text editor. The view presented in this paper has a number of implications for instruction and for performance. In particular, the learner ...
Cited 346 Download Pdf
Brian Holding1
Estimated H-index: 1
The study is set in a constructivist framework within which children are regarded as actively engaged in constructing and restructuring their knowledge of the 'physical' world. The overall purpose of the research is to describe the development of children's conceptions about the nature of matter as disclosed by their ideas concerning the dissolving process. Information about children's ideas conce...
Cited 24 Source
Stella Vosniadou37
Estimated H-index: 37
(University of Illinois at Urbana–Champaign),
William F. Brewer25
Estimated H-index: 25
(University of Illinois at Urbana–Champaign)
Ref 24Cited 18 Download Pdf
Susan Carey69
Estimated H-index: 69
(Massachusetts Institute of Technology)
Are children fundamentally different kinds of thinkers than adults? Or are the cognitive differences between young children and adults merely a matter of accumulation of knowledge? In this book, Susan Carey develops an alternative to these two ways of thinking about childhood cognition, putting forth the idea of conceptual change and its relation to the development of knowledge systems.Conceptual ...
Cited 2327 Source
Cited by369
This thesis reports about Laotian students’ understanding of the concepts of mechanics, and students’ activities when solving physics problems in groups. Totally, more than 1,000 first year univers ...
Ref 36 Download Pdf
Jenny Byrne11
Estimated H-index: 11
(University of Southampton)
This paper describes the expressed models that children aged 7, 11, and 14 years have about micro‐organisms and microbial activity. These were elicited using a variety of data collection techniques that complemented each other, resulting in a rich dataset, and provided information about the level of knowledge and progression of ideas across the age range studied. Subsequent analysis of the data en...
Ref 56Cited 15 Source Cite this paper
Philip Johnson12
Estimated H-index: 12
(Durham University)
This paper is a reflection on a three-year longitudinal study that explored the development of children’s concept of a substance, for which detailed results concerning children’s understandings have been reported elsewhere. The attention in this paper is on the methodological features related to the longitudinal nature of the study and the insights into pupils’ learning that were afforded by its d...
Ref 18Cited 29 Source Cite this paper
2017 in Human Development [IF: 2.52]
Andrea A. diSessa30
Estimated H-index: 30
("University of California, Berkeley")
This article examines a remarkable learning event where a high school class developed, on its own, a stable, normative view of thermal equilibration. The event is also notable because the intuitive id
Ref 33Cited 3 Source Cite this paper
Keith S. Taber33
Estimated H-index: 33
(University of Cambridge)
Research in science education has identified a vast catalogue of misconceptions, or ‘alternative conceptions’: beliefs held by students which are at odds with orthodox science. These ideas are often held tenaciously in the face of teaching, and while many are idiosyncratic, some are found to be widely held. Alternative conceptions have been uncovered in all areas of science, and have been elicited...
Ref 73Cited 67 Download Pdf
Meredith McAllister1
Estimated H-index: 1
(Butler University)
Learning fundamental geoscience topics such as plate tectonics, earthquakes, and volcanoes requires students to develop a deep understanding of the conceptual models geologists use when describing the structure and dynamics of Earth’s interior. Despite the importance of these mental models underlying much of the undergraduate geoscience curriculum, surprisingly little research related to this comp...
Ref 37Cited 1 Download Pdf Cite this paper
Arthur Stinner12
Estimated H-index: 12
(University of Manitoba)
This article summarizes for the physics educator the conceptual development of the notion of force from Aristotle to Einstein, suggesting appropriate analogies, limiting case analyses, thought experiments and imagistic representations that can be used in high school physics.
Ref 6Cited 39 Source Cite this paper
In-Young Cho , Hyun-Ju Park4
Estimated H-index: 4
(Chosun University),
Byung-Soon Choi5
Estimated H-index: 5
This study focused on high school students' conceptions and substantial concept change learning processes when studying the kinetic theory of gases. The study was conducted in 1998 in four classes of a public metropolitan high school in South Korea. Data was collected through semistructured and in-depth interviews and participant observation of three core participants. Each core participant was in...
Ref 22 Download Pdf