"Everything comes to an end": An intuitive rule in physics and mathematics

Science Education

Volumn 88, Issue 4, 2004, Pages 594-609

  Yair, Yifat ^a   Yair, Yoav ^b  

^a HEBREW UNIVERSITY OF JERUSALEM   (Israel)

^b OPEN UNIVERSITY OF ISRAEL   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4043153610     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.10142     Document Type: Article

References (39)

1. Aboulafia, M. (1995). Analyzing the influence of hidden intervention on the thought in assignments of mathematics and physical objects. M. A. thesis, Tel-Aviv University, 180 pp. (in Hebrew).
2. Albanese, A., & Vicentini, M. (1997). Why do we believe that an atom is colorless? Reflections about the teaching of the particle model. Science and Education, 6, 251-261.
3. Auster, R. (1990). Mental models in arithmetic and empiric science. M. A. thesis, Tel-Aviv University, 205 pp. (in Hebrew).
4. Bar, V., & Anthony, S. T. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching, 28, 363-382.
5. Cannon, L. O., Heal, E. R., Wellman, R. (2000). Serendipity in interactive mathematics: Virtual (electronic) manipulatives for learning elementary mathematics. In Proceedings of SITE 2000, February 8-12, 2000, San Diego, CA, pp. 1083-1088.
6. Carlos, J., Furio, M., & Juan, H. P. (1987). Parallels between adolescent's conception of gases and the history of chemistry. Journal of Chemical Education, 64, 616-618.
7. De Vos, W., & Verdonk, A. H. (1996). The paniculate nature of matter in science education and in science. Journal of Research in Science Teaching, 33(6), 657-664.
8. DiSessa, A. A. (1988). Knowledge in pieces. In G. E. Forman & P. B. Pufall (Eds.), Constructivism in the computer age (pp. 49-70).
9. DiSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2/3), 105225.
10. Driver, R. (1985). Beyond appearances: The conservation of matter under physical and chemical transformations. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science pp. 145-169. Milton Keynes: Open University Press.
11. Dow, W., Auld, J., & Wilson, D. (1987). Pupil's concept of gases, liquids, and solids. Unpublished manuscript, Dundee College of Education, Dundee.
12. Egozi, R. (1993). Subdivision processes in science and mathematics. M. A. thesis, Tel-Aviv University, 67 pp. (in Hebrew).
13. Farkash, A. (1993). Subdivision processes in material and geometrical objects. M. A. thesis, Tel-Aviv University, 98 pp. (in Hebrew).
14. Ferrari, M., & Chi, M. T. H. (1998). The nature of naïve explanations of natural selection. International Journal of Science Education, 20(10), 1231-1256.
15. Fischbein, E. (1987). Intuition in science and mathematics. Dordrecht: D. Reidel Publishing Co.
16. Fischbein, E. (1989). Tacit models and mathematical reasoning. For the Learning of Mathematics, 9(2)9-14.
17. Fischbein, E. (1999). Intuitions and schemata in mathematical reasoning. Educational Studies in Mathematics, 38, 11-50.
18. Harrison, A. G., & Treagust, D. F. (1996). Secondary students' mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509-534.
19. Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(9), 771-783.
20. Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students' conception of matter and molecules. Journal of Research in Science Teaching, 30, 249-270.
21. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
22. Nussbaum, J. (1985). The particulate nature of matter in the gaseous phase. In R. Driver, E. Guesne, & Tiberghien, A. (Eds.), Children's ideas in science. Milton Keynes: Open University Press.
23. Piaget, J., & Inhalder, B. (1974). The child's construction of quantities. London: Routledge and Kegan Paul.
24. Renstrom, L., Andersson, B., & Marton, F. (1990). Students' conceptions of matter. Journal of Educational Psychology, 82(3), 555-569.
25. Romero, I., Chesa, C., & Gimenez, C. A. (1994). An inquiry into the concept images of the continuum. Trying a research tool. In the 18th International Proceedings of Psychology of Mathematics Education, Barcelona, Spain.
26. Stavy, R. (1990). Pupils' problems in understanding conservation of matter. International Journal of Science Education, 12(5), 501-512.
27. Stavy, R., & Stachel, D. (1985). Children's conception of changes in the state of matter: From solid to liquid. Archives de Psychologie, 3, 331-344.
28. Stavy, R., & Tirosh, D. (1992a). Overgeneralization in mathematics and science: The effect of external similarity. International Journal of Mathematical Education in Science and Technology, 23(2), 239-248.
29. Stavy, R., & Tirosh, D. (1992b). Students ability to confine their application of knowledge: The case of mathematics and science. School Science and Mathematics, 92(7), 353-358.
30. Stavy, R., & Tirosh, D. (1993a). When analogy is perceived as such. Journal of Research in Science Teaching, 30(10), 1229-1239.
31. Stavy, R., & Tirosh, D. (1993b). Subdivision processes in mathematics and science. Journal of Research in Science Teaching, 30(6), 579-586.
32. Stavy, R., & Tirosh, D. (1996a). The role of intuitive rules in science and mathematics education. European Journal of Teacher Education, 19(2), 109-119.
33. Stavy, R., & Tirosh, D. (1996b). Intuitive rules in science and mathematics: The case of 'more of A more of B'. International Journal of Science Education, 18(6), 653-667.
34. Tirosh, D., & Stavy, R. (1996). Intuitive rules in science and mathematics: The case of 'everything can be divided by two'. International Journal of Science Education, 18(6), 669-683.
35. Tirosh, D., & Stavy, R. (1999). Intuitive rules: A way to explain and predict students' reasoning. Educational Studies in Mathematics, 38, 51-66.
36. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive psychology, 24, 535-585.
37. Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.
38. Yair, Y., Mintz, R., & Litvak, S. (2001). 3D-virtual reality in science education: Implication for astronomy teaching. Journal of Computers in Mathematics and Science Education, 20(3), 293-305.
39. Yair, Y., Schur, Y., & Mintz, R. (2003). A "thinking journey" to the planets using scientific visualization technologies: Implication to astronomy education. Journal of Science Educational Technology, 12(1), 43-49.