메뉴 건너뛰기




Volumn 30, Issue 2, 2012, Pages 170-206

Children's mechanistic reasoning

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84859633315     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370008.2012.661815     Document Type: Article
Times cited : (40)

References (33)
  • 1
    • 0040333785 scopus 로고    scopus 로고
    • The how's and why's of biological change: How learners neglect physical mechanisms in their search for meaning
    • Abrams, E. and Southerland, S. (2001). The how's and why's of biological change: How learners neglect physical mechanisms in their search for meaning. International Journal of Science Education, 23(12): 1271-1281.
    • (2001) International Journal of Science Education , vol.23 , Issue.12 , pp. 1271-1281
    • Abrams, E.1    Southerland, S.2
  • 2
    • 0034532578 scopus 로고    scopus 로고
    • Gesture and the process of speech production: We think, therefore we gesture
    • Alibali, M. W., Kita, S. and Young, A. J. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language and Cognitive Processes, 15(6): 593-613.
    • (2000) Language and Cognitive Processes , vol.15 , Issue.6 , pp. 593-613
    • Alibali, M.W.1    Kita, S.2    Young, A.J.3
  • 3
    • 84859651722 scopus 로고    scopus 로고
    • Paper presented at the meeting of the Society for Research in Child Development, San Francisco, CA
    • Borton, R. W. Paper presented at the meeting of the Society for Research in Child Development. The perception of causality in infants, San Francisco, CA
    • The perception of causality in infants
    • Borton, R.W.1
  • 4
    • 0002502873 scopus 로고
    • New approaches to instruction: Because wisdom can't be told
    • In: Vosniadou S., Ortony A., editors New York, NY: Cambridge University Press
    • Bransford, J. D., Franks, J. J., Vye, N. J. and Sherwood, R. D. 1989. "New approaches to instruction: Because wisdom can't be told". In Similarity and analogical reasoning, Edited by: Vosniadou, S. and Ortony, A. 470-497. New York, NY: Cambridge University Press.
    • (1989) Similarity and analogical reasoning , pp. 470-497
    • Bransford, J.D.1    Franks, J.J.2    Vye, N.J.3    Sherwood, R.D.4
  • 5
    • 0000189690 scopus 로고
    • The development of causal reasoning
    • In: Friedman W. J., editors New York, NY: Academic Press
    • Bullock, M., Gelman, R. and Baillargeon, R. 1982. "The development of causal reasoning". In The developmental psychology of time, Edited by: Friedman, W. J. 209-254. New York, NY: Academic Press.
    • (1982) The developmental psychology of time , pp. 209-254
    • Bullock, M.1    Gelman, R.2    Baillargeon, R.3
  • 6
    • 0041197892 scopus 로고
    • Observed methods for generating analogies in scientific problem solving
    • Clement, J. 1988). Observed methods for generating analogies in scientific problem solving. Cognitive Science, 12(4): 563-586.
    • (1988) Cognitive Science , vol.12 , Issue.4 , pp. 563-586
    • Clement, J.1
  • 7
    • 79952045815 scopus 로고    scopus 로고
    • Engineering is elementary
    • Cunningham, C. M. (2009). Engineering is elementary. The Bridge, 30(3): 11-17.
    • (2009) The Bridge , vol.30 , Issue.3 , pp. 11-17
    • Cunningham, C.M.1
  • 8
    • 0000198377 scopus 로고    scopus 로고
    • Learning in science: A comparison of deep and surface approaches
    • Chin, C. and Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2): 109-138.
    • (2000) Journal of Research in Science Teaching , vol.37 , Issue.2 , pp. 109-138
    • Chin, C.1    Brown, D.E.2
  • 9
    • 0036836174 scopus 로고    scopus 로고
    • The prehistory of discovery: Precursors of representational change in solving gear systems problems
    • Dixon, J. A. and Bangert, A. S. (2002). The prehistory of discovery: Precursors of representational change in solving gear systems problems. Developmental Psychology, 38(6): 918-933.
    • (2002) Developmental Psychology , vol.38 , Issue.6 , pp. 918-933
    • Dixon, J.A.1    Bangert, A.S.2
  • 10
    • 0007196407 scopus 로고    scopus 로고
    • Dynamic mental models in learning science: The importance of constructing derivational linkages among models
    • Frederiksen, J. R., White, B. Y. and Gutwill, J. (1999). Dynamic mental models in learning science: The importance of constructing derivational linkages among models. Journal of Research in Science Teaching, 36(7): 806-836.
    • (1999) Journal of Research in Science Teaching , vol.36 , Issue.7 , pp. 806-836
    • Frederiksen, J.R.1    White, B.Y.2    Gutwill, J.3
  • 12
    • 0035458335 scopus 로고    scopus 로고
    • Causal learning mechanisms in very young children: Two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation
    • Gopnik, A., Sobel, M., Schulz, L. E. and Glymour, C. (2001). Causal learning mechanisms in very young children: Two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37(5): 620-629.
    • (2001) Developmental Psychology , vol.37 , Issue.5 , pp. 620-629
    • Gopnik, A.1    Sobel, M.2    Schulz, L.E.3    Glymour, C.4
  • 13
    • 2542457496 scopus 로고    scopus 로고
    • Mechanical reasoning by mental simulation
    • Hegarty, M. (2004). Mechanical reasoning by mental simulation. Trends in Cognitive Sciences, 8(6): 280-285.
    • (2004) Trends in Cognitive Sciences , vol.8 , Issue.6 , pp. 280-285
    • Hegarty, M.1
  • 14
    • 0028292619 scopus 로고
    • Individual differences in mental animation during mechanical reasoning
    • Hegarty, M. and Sims, V. K. (1994). Individual differences in mental animation during mechanical reasoning. Memory & Cognition, 22(4): 411-430.
    • (1994) Memory & Cognition , vol.22 , Issue.4 , pp. 411-430
    • Hegarty, M.1    Sims, V.K.2
  • 15
    • 1142278829 scopus 로고    scopus 로고
    • Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors and functions
    • Hmelo-Silver, C. E. and Pfeffer, M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors and functions. Cognitive Science, 28(1): 127-138.
    • (2004) Cognitive Science , vol.28 , Issue.1 , pp. 127-138
    • Hmelo-Silver, C.E.1    Pfeffer, M.G.2
  • 16
    • 84949372244 scopus 로고
    • Interaction analysis: Foundations and practice
    • Jordan, B. and Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1): 39-103.
    • (1995) Journal of the Learning Sciences , vol.4 , Issue.1 , pp. 39-103
    • Jordan, B.1    Henderson, A.2
  • 17
    • 0011977314 scopus 로고    scopus 로고
    • Reasoning about structure and function: Children's conceptions of gears
    • Lehrer, R. and Schauble, L. (1998). Reasoning about structure and function: Children's conceptions of gears. Journal of Research in Science Teaching, 35(1): 3-25.
    • (1998) Journal of Research in Science Teaching , vol.35 , Issue.1 , pp. 3-25
    • Lehrer, R.1    Schauble, L.2
  • 18
    • 0023319590 scopus 로고
    • Do six-month-old infants perceive causality?
    • Leslie, A. M. and Keeble, S. (1987). Do six-month-old infants perceive causality?. Cognition, 25(3): 265-288.
    • (1987) Cognition , vol.25 , Issue.3 , pp. 265-288
    • Leslie, A.M.1    Keeble, S.2
  • 20
    • 85005378289 scopus 로고
    • The development of children's problem solving in a gears task: A problem space perspective
    • Metz, K. E. (1985). The development of children's problem solving in a gears task: A problem space perspective. Cognitive Science, 9(4): 431-471.
    • (1985) Cognitive Science , vol.9 , Issue.4 , pp. 431-471
    • Metz, K.E.1
  • 21
    • 84984067829 scopus 로고
    • Development of explanation: Incremental and fundamental change in children's physics knowledge
    • Metz, K. E. (1991). Development of explanation: Incremental and fundamental change in children's physics knowledge. Journal of Research in Science Teaching, 28(9): 785-797.
    • (1991) Journal of Research in Science Teaching , vol.28 , Issue.9 , pp. 785-797
    • Metz, K.E.1
  • 23
    • 0034344403 scopus 로고    scopus 로고
    • A shift in children's use of perceptual and causal cues to categorization
    • Nazzi, T. and Gopnik, A. (2000). A shift in children's use of perceptual and causal cues to categorization. Developmental Science, 3(4): 389-396.
    • (2000) Developmental Science , vol.3 , Issue.4 , pp. 389-396
    • Nazzi, T.1    Gopnik, A.2
  • 24
    • 0041863916 scopus 로고    scopus 로고
    • Sorting and acting with objects in early childhood: An exploration of the use of causal cues
    • Nazzi, T. and Gopnik, A. (2003). Sorting and acting with objects in early childhood: An exploration of the use of causal cues. Cognitive Development, 18(3): 299-317.
    • (2003) Cognitive Development , vol.18 , Issue.3 , pp. 299-317
    • Nazzi, T.1    Gopnik, A.2
  • 27
    • 43849112934 scopus 로고    scopus 로고
    • Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science
    • Russ, R. S., Scherr, R. E., Hammer, D. and Mikeska, J. (2008). Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science. Science Education, 92(3): 499-524.
    • (2008) Science Education , vol.92 , Issue.3 , pp. 499-524
    • Russ, R.S.1    Scherr, R.E.2    Hammer, D.3    Mikeska, J.4
  • 30
    • 0035638464 scopus 로고    scopus 로고
    • Understanding students' explanations of biological phenomena: Conceptual framework or p-prims?
    • Southerland, S. A., Abrams, E., Cummins, C. L. and Anzelmo, J. (2001). Understanding students' explanations of biological phenomena: Conceptual framework or p-prims?. Science Education, 85(4): 328-348.
    • (2001) Science Education , vol.85 , Issue.4 , pp. 328-348
    • Southerland, S.A.1    Abrams, E.2    Cummins, C.L.3    Anzelmo, J.4
  • 31
    • 78649376715 scopus 로고    scopus 로고
    • Exploring dominant types of explanations built by general chemistry students
    • Talanquer, V. (2010). Exploring dominant types of explanations built by general chemistry students. International Journal of Science Education, 32(18): 2393-2412.
    • (2010) International Journal of Science Education , vol.32 , Issue.18 , pp. 2393-2412
    • Talanquer, V.1
  • 32
    • 0040336833 scopus 로고
    • Sources of difficulty in understanding Newtonian dynamics
    • White, B. (1983). Sources of difficulty in understanding Newtonian dynamics. Cognitive Science, 7(1): 41-65.
    • (1983) Cognitive Science , vol.7 , Issue.1 , pp. 41-65
    • White, B.1
  • 33
    • 84963165486 scopus 로고
    • Thinker tools: Causal models, conceptual change, and science education
    • White, B. (1993). Thinker tools: Causal models, conceptual change, and science education. Cognition and Instruction, 10(1): 1-100.
    • (1993) Cognition and Instruction , vol.10 , Issue.1 , pp. 1-100
    • White, B.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.