Structural patterns in students’ conceptions in mechanics

International Journal of Science Education

Volumn 21, Issue 9, 1999, Pages 903-920

  Oliva, José Ma ^a  

^a Centro de Profesorado de Cádiz   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0345256005     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/095006999290228     Document Type: Article

References (30)

1. Acevedo, J. A. (1990) Razonamiento causal en una terea de contexto natural. Un estudio evolutivo con estudiantes de bachillero. Investigación en la Escuela, 10, 61–70.
2. Acevedo, J. A. and Oliva, J. Ma. (1995) Validacio´n y aplicaciones de un test razonamiento lógico. Revista de Psicologõ a General y Aplicada, 48, 339–352.
3. Andersson, B. (1986) The experiential gestalt of causation: a common core to pupils’ preconceptions in science. European Journal of Science Education, 8(2), 155–171.
4. Closset, J. (1983) Sequential reasoning in electricity. Proceedings of the First International Workshop (Paris: CNRS), 313–319.
5. De Posada, J. M. (1997) Conceptions of high-school students concerning the internal structure of metals and their electric conduction: Structure and evolution. Science Education, 81, 445–467.
6. Driver, R., Guesne, E. and Tiberguien, A. (1985) Children’s Ideas in Science (Milton Keynes: Open University Press).
7. Engel Clough, E. and Diver, R. (1986) A study of consistency in the use of students’ conceptual framework across different task contexts. Science Education, 70(4), 473– 493.
8. Go mez-Crespo, M. A., Pozo, J. I. and Sanz, A. (1995) Students’ ideas on conservation of matter: effects of expertise and context variables. Science Education, 79(1), 77–93.
9. Hierrezuelo, J. and Montero, A. (1991) La ciencia de los alumnos (Vélez-Málaga, Spain: Elzevir)
10. Hackling, G. M. and Garnett, P. J. (1985) Misconceptions of chemical equilibrium. European Journal of Science Education, 7(2), 205–214.
11. Jime nez-Aleixandre, M. P. and Fernández, J. (1989) Han sido seleccionados o se han acostumbrado? Ideas do los estudiantes de biolog´õ a sobre seleccio´n natural y consistencia entre ellas. Infancia y Aprendizaje, 47, 67–81.
12. Licht, P. and Thijs, G. D. (1990) Method to trace coherence and consistence of preconceptions. International Journal of Science Education, 12(4), 403–416.
13. Maloney, J. (1984) Rule-governed approaches to physics: Newton’ s Third Law. Physics Education, 19, 37–42.
14. Maurines, L. (1992) Spontaneous reasoning on the propagation of visible mechanical signals. International Journal of Science Education, 14(3), 279–293.
15. Monk, M. (1995) On the identification of principles in science that might inform research into students’ beliefs about natural phenomena. International Journal of Science Education, 17(5), 565–573.
16. Oliva, J. Ma. (1994) Influencia de las variables cognitivas en la construccio´n de conocimientos de mec´anica. Un estudio empõrico y un an´alisis computacional. Unpublished PhD thesis, Universidad Nacional de Educacio´n a Distancia. Madrid.
17. Pozo J. I. and Go mez-Crespo, M. A. (1997) Que´ es lo que hace dificil la comprensio´n de la ciencia? Algunas explicaciones y propuestas para la ensen˜ anza. In L. del Carmen(Comp.), La ensen˜anza y el aprendizaje de las Ciencias de la Naturaleza en la Educacio´n Secundaria (Madrid: Horsori), 73–105.
18. Pozo, J. I., Go mez-Crespo, M. A., Limón, M. and Sanz, A. (1991) Procesos cognitivos en la comprensión de la Ciencia: las ideas de los adolescentes sobre la Qúõmica (Madrid: CIDE).
19. Pozo, J. I., Pe rez, M. P., Sanz, A. and Limo n, M. (1992) Las ideas de los alumnos sobre la Ciencia como teorõ as impłõ citas. Infancia y Aprendizaje, 57, 3–22.
20. Rozier, S. and Viennot, L. (1991) Students’ reasonings in thermodynamics. International Journal of Science Education, 13(2), 159–170.
21. Stavy, R. and Tirosh, D. (1996) Intuitive rules in science and mathematics: the case of ’more of A—more of B’. International Journal of Science Education, 18(6), 653–667.
22. Taber, K. S. and Watts, M. (1996) The secret life of the chemical bond: students’ anthropomorphic and animistic references to bonding. International Journal of Science Education, 18(5), 557–568.
23. Tirosh, D. and Stavy, R. (1996) Instuitive rules in science and mathematics: the case of ’ everything can be divided by two’. International Journal of Science Education, 18(6), 669–683.
24. Tobin, K. G. and Capie, W. (1981) Developmental validation of a group test of logical thinking. Educational and Psychological Measurement, 4, 413–424.
25. Touger, J., Dufresne, J., Gerace, W., Hardinan, P. and Mestre, J. (1995) How novice physics students deal with explanations. International Journal of Science Education, 17(2), 255–269.
26. Viennot, L. (1985) Analysing students’ reasoning in science: a pragmatic view of theoretical problems. European Journal of Science Education, 7(2), 151–162.
27. Viennot, L. and Kaminski, W. (1991) Participation des maitres aux modes de raisonnement des éléìves. Ensen˜anza de las Ciencias, 9(1), 3–9.
28. Viennot, L. and Rainson, S. (1992) Students’ reasoning about superposition of electric fields. International Journal of Science Education, 14(4), 475–487.
29. Vosniadou, S. (1994) Capturing and modelling the process of conceptual change. Learning and Instruction, 4(1), 45–69.
30. Watts, M. and Taber, K. S. (1996) An explanatory gestalt of essence: students’ conceptions of the ’natural’ in physical phenomena. International Journal of Science Education, 18(8), 939–954.