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Volumn 1, Issue , 2010, Pages 834-841

Appropriating conceptual representations: A case of transfer in a middle school science teacher

Author keywords

[No Author keywords available]

Indexed keywords

CLASSROOM INSTRUCTION; HUMAN CELLS; MIDDLE SCHOOL SCIENCE; NATURAL SYSTEMS; TEACHING MATERIALS;

EID: 84864557422     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (4)

References (18)
  • 3
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    • Rethinking transfer: Asimple proposal with multiple implications
    • A. Iran-Nejad & P. D. Pearson (Eds.) Washington, DC: American Educational Research Association
    • Bransford, J. D. & Schwartz, D. L. (1999). Rethinking transfer: Asimple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp.61-100). Washington, DC: American Educational Research Association.
    • (1999) Review of Research in Education , vol.24 , pp. 61-100
    • Bransford, J.D.1    Schwartz, D.L.2
  • 4
    • 0041198221 scopus 로고
    • Types of knowledge and purposes of education
    • R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.) Hillsdale, NJ: Erlbaum
    • Broudy, H. S. (1977). Types of knowledge and purposes of education. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 1-17). Hillsdale, NJ: Erlbaum.
    • (1977) Schooling and the Acquisition of Knowledge , pp. 1-17
    • Broudy, H.S.1
  • 9
    • 34547479237 scopus 로고    scopus 로고
    • Fish swim, rocks sit, and lungs breathe: Expert-novice understanding of complex systems
    • Hmelo-Silver, C. E., Marathe, S., & Liu, L. (2007). Fish swim, rocks sit, and lungs breathe: Expert-novice understanding of complex systems. Journal of the Learning Sciences, 16, 307-331.
    • (2007) Journal of the Learning Sciences , vol.16 , pp. 307-331
    • Hmelo-Silver, C.E.1    Marathe, S.2    Liu, L.3
  • 10
    • 32644453818 scopus 로고    scopus 로고
    • Complex systems in education: Scientific and educational importance and implications for the learning sciences
    • Jacobson, M. J., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15, 11-34.
    • (2006) Journal of the Learning Sciences , vol.15 , pp. 11-34
    • Jacobson, M.J.1    Wilensky, U.2
  • 12
    • 70350500052 scopus 로고    scopus 로고
    • Promoting complex systems learning through the use of conceptual representations in hypermedia
    • Liu, L., & Hmelo-Silver, C. E. (2009). Promoting complex systems learning through the use of conceptual representations in hypermedia. Journal of Research in Science Teaching.
    • (2009) Journal of Research in Science Teaching
    • Liu, L.1    Hmelo-Silver, C.E.2
  • 13
    • 33751502795 scopus 로고    scopus 로고
    • Alternative perspectives on the transfer of learning: History, issues, and challenges for future research
    • Lobato, J. (2006). Alternative Perspectives on the Transfer of Learning: History, Issues, and Challenges for Future Research. The Journal of the Learning Sciences, 15, 431-449.
    • (2006) The Journal of the Learning Sciences , vol.15 , pp. 431-449
    • Lobato, J.1
  • 15
    • 0038891821 scopus 로고    scopus 로고
    • On learning the relationship between quantitative properties and symbolic representations
    • Mahwah, NJ: Erlbaum
    • Moore, J. L., & Schwartz, D. L. (1998). On learning the relationship between quantitative properties and symbolic representations. In Proceedings of the International Conference of the Learning Sciences (pp. 209-214). Mahwah, NJ: Erlbaum.
    • (1998) Proceedings of the International Conference of the Learning Sciences , pp. 209-214
    • Moore, J.L.1    Schwartz, D.L.2
  • 16
    • 32644446431 scopus 로고    scopus 로고
    • Complexity, technology, science, and education
    • Sabelli, N. (2006). Complexity, technology, science, and education. Journal of the Learning Sciences, 15, 5-10.
    • (2006) Journal of the Learning Sciences , vol.15 , pp. 5-10
    • Sabelli, N.1
  • 18
    • 33744973542 scopus 로고    scopus 로고
    • Thinking like a wolf, a sheep or firefly: Learning biology through constructing and testing computational theories - An embodied modeling approach
    • Wilensky, U. & Reisman, K. (2006). Thinking like a wolf, a sheep or firefly: Learning biology through constructing and testing computational theories - an embodied modeling approach. Cognition and Instruction, 24, 171-209.
    • (2006) Cognition and Instruction , vol.24 , pp. 171-209
    • Wilensky, U.1    Reisman, K.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.