On static and dynamic intuitive ontologies

Journal of the Learning Sciences

Volumn 20, Issue 1, 2011, Pages 163-168

  Hammer, David ^a   Gupta, Ayush ^b   Redish, Edward F ^c  

^a TUFTS UNIVERSITY   (United States)

^b Bldg 142   (United States)

^c UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79551695436     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1080/10508406.2011.537977     Document Type: Article

References (9)

1. Brown, D. E., & Hammer, D. (2008). Conceptual change in physics. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 127-154). New York, NY: Routledge.
2. Dunbar, K. (2001). The analogical process: Why analogy is so easy in naturalistic settings, yet so difficult in the psychological laboratory. In D. Gentner, K. J. Holyoak, & B. N. Kokinov (Eds.), The analogical mind: Perspectives from cognitive science (pp. 313-334). Cambridge, MA: MIT Press.
3. Gupta, A., Hammer, D., & Redish, E. F. (2010). The case for dynamic models of learners' ontologies in physics. Journal of the Learning Sciences, 19, 285-321.
4. Hammer, D., Elby, A., Scherr, R. E., & Redish, E. F. (2005). Resources, framing, and transfer. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 89-119). Greenwich, CT: Information Age.
5. Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In R. M. Lerner (Ed.). Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 1-17). Hoboken, NJ: Wiley.
6. Levy, S. T., & Wilensky, U. (2008). Inventing a "mid level" to make ends meet: Reasoning between the levels of complexity. Cognition and Instruction, 26, 1-47.
7. Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York, NY: Oxford University Press.
8. Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24, 261-289.
9. Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press.