Children's responses to anomalous scientific data: How is conceptual change impeded?

Journal of Educational Psychology

Volumn 94, Issue 2, 2002, Pages 327-343

  Chinn, Clark A ^a   Malhotra, Betina A ^a  

^a RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035997826     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.94.2.327     Document Type: Article

References (53)

1. The development of evidence evaluation skills
2. Social influences on children's cognition: State of the art and future directions
3. The theory-ladenness of observation: Evidence from cognitive psychology
4. Instructional consequences of students' knowledge about physical phenomena
5. The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction
6. Knowledge change in response to data in science, religion, and magic
7. Models of data: A theory of how people evaluate data
8. Epistemologically authentic reasoning in schools: A theoretical framework for evaluating inquiry tasks
9. Toward an epistemology of physics
10. Learning in science - From behaviorism towards social constructivism and beyond
11. Understanding of gravity
12. Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education
13. Nature of the effect of set on perception
14. Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?
15. If you want to get ahead, get a theory
16. Motivated scientific reasoning biases, epistemological beliefs, and theory polarization: A two-process approach to adolescent cognition
17. Everyday statistical reasoning during adolescence and young adulthood: Motivational, general ability, and developmental influences
18. Children and adults as intuitive scientists
19. Cross-domain development of scientific reasoning
20. The case for motivated reasoning
21. A study of a neglected portion of the field of learning - The development of sensory organization
22. Modes and models of informal reasoning: A commentary
23. Learning science: A generative process
24. The interaction of domain-specific knowledge and domain-general discovery strategies: A study with sinking objects
25. Conceptual understanding and science learning: An interpretation of research within a sources-of-knowledge framework
26. The role of object hypotheses in the organization of fragmented figures
27. Perception and knowledge
28. Reflecting on scientific thinking: Children's understanding of the hypothesis-evidence relation
29. Children's judgments in theory choice tasks: Scientific rationality in childhood
30. Children's thoughts on the origin of species: A study of explanatory coherence
31. Belief revision in children: The role of prior knowledge and strategies for generating evidence
32. The development of scientific reasoning in knowledge-rich contexts
33. Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development
34. Young children's differentiation of hypothetical beliefs from evidence
35. Concepts of set and availability and their relation to the reorganization of ambiguous pictorial stimuli
36. Cognitive load theory, learning difficulty, and instructional design
37. Mental models of the earth: A study of conceptual change in childhood
38. Teaching for conceptual change: Confronting children's experience
39. Data and phenomena
40. The development of scientific reasoning skills