Effects of context on students' molecular-level ideas

International Journal of Science Education

Volumn 30, Issue 8, 2008, Pages 1095-1114

  Teichert, Melonie A ^a   Tien, Lydia T ^b   Anthony, Seth ^a   Rickey, Dawn ^a  

^a Department of Environmental and Radiological Health Sciences   (United States)

^b MONROE COMMUNITY COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 46349110311     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690701355301     Document Type: Article

References (56)

1. BouJaoude, S. B. (1991) A study of the nature of students' understanding about the concept of burning. Journal of Research in Science Teaching, 28, pp. 689-704.
2. Bransford, J. D., Brown, A. L. and Cocking, R. R. (1999) How people learn: Brain, mind, experience, and school, National Academy Press, Washington, DC
3. Carey, S. (1985) Conceptual change in childhood, MIT Press, Cambridge, MA
4. Champagne, A. B., Klopfer, L. E. and Anderson, J. H. (1980) Factors influencing the learning of classical mechanics. American Journal of Physics, 48, pp. 1074-1079.
5. Chi, M. T. H., Feltovich, P. J. and Glaser, R. (1981) Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, pp. 121-152.
6. Chi, M. T. H., Glaser, R. and Rees, E. (1982) Expertise in problem solving. Advances in the psychology of human intelligence, 1, pp. 7-75. Lawrence Erlbaum Associates, Hillsdale, NJ
7. Chi, M. T. H. and Slotta, J. D. (1993) The ontological coherence of intuitive physics. Cognition and Instruction, 10, pp. 249-260.
8. Claxton, G. (1993) Minitheories: A preliminary model for learning science. Children's informal ideas in science, pp. 45-61. Routledge, New York
9. Clement, J. (1993) Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics. Journal of Research in Science Teaching, 30, pp. 1241-1257.
10. diSessa, A. A. (1988) Knowledge in pieces. Constructivism in the computer age, pp. 49-70. Lawrence Erlbaum Associates, Hillsdale, NJ
11. diSessa, A. A. (1993) Towards an epistemology of physics. Cognition and Instruction, 10, pp. 105-225.
12. diSessa, A. A. (1993) Ontologies in pieces: Response to Chi and Slotta. Cognition and Instruction, 10, pp. 272-280.
13. diSessa, A. A. (1996) What do "just plain folks" know about physics?. The handbook of education and human development: New models of learning, teaching, and schooling, pp. 709-730. Blackwell Publishers, Ltd, Oxford, UK
14. diSessa, A. A., Gillespie, N. M. and Esterly, J. B. (2004) Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28, pp. 843-900.
15. diSessa, A. A. and Minstrell, J. (1998) Cultivating conceptual change with benchmark lessons. Thinking practices in mathematics and science learning, pp. 155-188. Lawrence Erlbaum Associates, Hillsdale, NJ
16. Ebenezer, J. V. and Erickson, G. L. (1996) Chemistry students' conceptions of solubility: A phenomenography. Science Education, 80, pp. 181-201.
17. Glaser, R. (1992) Expert knowledge and processes of thinking. Enhancing thinking skills in the sciences and mathematics, pp. 63-75. Lawrence Erlbaum Associates, Hillsdale, NJ
18. Hammer, D., Elby, A., Scherr, R. E. and Redish, E. F. (2005) Resources, framing, and transfer. Transfer of learning from a modern multidisciplinary perspective, pp. 89-119. Information Age Publishing, Greenwich, CT
19. Harris, J. K. and Burke, R. C. (2005) Do you see what I see? An application of inter-coder reliability in qualitative analysis. Paper presented at the 133rd annual meeting of the American Public Health Association, Philadelphia, PA
20. Ioannides, C. and Vosniadou, S. (2002) The changing meanings of force. Cognitive Science Quarterly, 2, pp. 5-61.
21. Landis, R. J. and Koch, G. G. (1977) The measurement of observer agreement for categorical data. Biometrics, 33, pp. 159-174.
22. Mattox, A. C., Reisner, B. A. and Rickey, D. (2006) What happens when chemical compounds are added to water: An introduction to the Model-Observe-Reflect-Explain Thinking Frame. Journal of Chemical Education, 83, pp. 622-624.
23. McCloskey, M. (1983) Naive theories of motion. Mental models, pp. 299-324. Lawrence Erlbaum Associates, Hillsdale, NJ
24. Nakhleh, M. B. (1992) Why some students don't learn chemistry. Journal of Chemical Education, 69, pp. 191-196.
25. Nakhleh, M. B., Lowrey, K. A. and Mitchell, R. C. (1996) Narrowing the gap between concepts and algorithms in freshman chemistry. Journal of Chemical Education, 73, pp. 759-762.
26. Nakhleh, M. B., Samarapungavan, A. and Saglam, Y. (2005) Middle school students' beliefs about matter. Journal of Research in Science Teaching, 42, pp. 581-612.
27. Perkins, D. N. and Simmons, R. (1988) Patterns of misunderstanding: An integrative model for science, math, and programming. Reviews of Educational Research, 58, pp. 303-326.
28. Pfundt, H. and Duit, R. (1998) Bibliography: Students' alternative frameworks and science education, University of Kiel Institute for Science Education (Institut fur die Padagogik der Naturwissenschaften, Keil, Germany
29. Pinarbasi, T. and Canpolat, N. (2003) Students' understanding of solution chemistry concepts. Journal of Chemical Education, 80, pp. 1328-1332.
30. Pressley, M., Wood, E., Woloshyn, V. E., Martin, V., King, A. and Menke, D. (1992) Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning. Educational Psychologist, 27, pp. 91-109.
31. Raviolo, A. (2001) Assessing students' conceptual understanding of solubility equilibrium. Journal of Chemical Education, 78, pp. 629-631.
32. Reif, F. and Larkin, J. H. (1991) Cognition in scientific and everyday domains: Comparison and learning implications. Journal of Research in Science Teaching, 28, pp. 733-760.
33. Reiner, M., Slotta, J. D., Chi, M. T. H. and Resnick, L. B. (2000) Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18, pp. 1-34.
34. Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J., Marx, N. and Davis, J. (1997) Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts. Journal of Chemical Education, 74, pp. 330-334.
35. Samarapungavan, A. and Wiers, R. (1997) Children's thoughts on the origin of species: A study of explanatory coherence. Cognitive Science, 21, pp. 147-177.
36. Sanger, M. J. and Greenbowe, T. J. (1997) Students' misconceptions in electrochemistry: Current flow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74, pp. 819-823.
37. Sherin, B., Krakowski, M., Lee, V., Bang, M. and Dam, G. (2006) Conceptual dynamics in clinical interviews: An introduction. Paper presented at the American Educational Research Association National Conference, San Francisco, CA
38. Simon, H. A. (1980) Problem solving and education. Problem solving and education: Issues in teaching and research, pp. 81-96. Lawreince Erlbaum Associates, Hillsdale, NJ
39. Smith, J. P., diSessa, A. A. and Roschelle, J. (1993) Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, pp. 115-163.
40. Smith, K. J. and Metz, P. A. (1996) Evaluating student understanding of solution chemistry through microscopic representations. Journal of Chemical Education, 73, pp. 233-235.
41. Solomon, J. (1993) The social construction of children's scientific knowledge. Children's informal ideas in science, pp. 85-101. Routledge, New York
42. Taber, K. S. (1997) Student understanding of ionic bonding: Molecular versus electrostatic thinking?. School Science Review, 78, pp. 85-95.
43. Taber, K. S. (1998) The sharing-out of nuclear attractions: Or I can't think about Physics in Chemistry. International Journal of Science Education, 20, pp. 1001-1014.
44. Taber, K. S. (2000) Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22, pp. 399-417.
45. Taber, K. S. (2001) Shifting sands: A case study of conceptual development as competition between alternative conceptions. International Journal of Science Education, 23, pp. 731-753.
46. Taber, K. S. (2004) Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas. Science Education, 89, pp. 94-116.
47. Taber, K. S. and Tan, K. C. D. (2007) Exploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionisation energy. International Journal of Science and Mathematics Education, 5, pp. 375-392.
48. Teichert, M. A. (1999) Promoting understanding of thermodynamics: The role of student explanation and integration of ideas, University of California, Berkeley
49. Teichert, M. A. and Stacy, A. M. (2002) Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas. Journal of Research in Science Teaching, 39, pp. 464-496.
50. Tien, L. T., Teichert, M. A. and Rickey, D. (2007) Effectiveness of a MORE laboratory module in prompting students to revise their molecular-level ideas about solutions. Journal of Chemical Education, 84, pp. 175-181.
51. Viennot, L. (1979) Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1, pp. 205-222.
52. Viennot, L. (1985) Analyzing students' reasoning: Tendencies in interpretation. American Journal of Physics, 53, pp. 432-436.
53. Vosniadou, S. and Brewer, W. F. (1992) Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, pp. 535-585.
54. Wandersee, J. H., Mintzes, J. J. and Novak, J. D. (1994) Research on alternative conceptions in science. Handbook of research on science teaching and learning, Macmillan Publishing Company, New York
55. Whitehead, A. N. (1929) The aims of education, MacMillan, New York
56. Williamson, V. M. and Abraham, M. R. (1995) The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32, pp. 521-534.