-
1
-
-
84993728416
-
Perspectives on learning, thinking, and activity
-
Anderson, J.R., Greeno, J.G., Reder, L.M., and Simon, H.A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29(4), 11-13.
-
(2000)
Educational Researcher
, vol.29
, Issue.4
, pp. 11-13
-
-
Anderson, J.R.1
Greeno, J.G.2
Reder, L.M.3
Simon, H.A.4
-
3
-
-
85085458167
-
Intentional learning as a goal of instruction
-
L.B. Resnick (Ed.), Hillsdale, NJ: Lawrence Erlbaum Associates
-
Bereiter, C., and Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honour of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1989)
Knowing, learning and instruction: Essays in honour of Robert Glaser
, pp. 361-392
-
-
Bereiter, C.1
Scardamalia, M.2
-
4
-
-
0002502873
-
New approaches to instruction; because wisdom can’t be told
-
S.Vosniadou and A.Ortony (Eds.), New York: 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 S.Vosniadou and A.Ortony (Eds.), Similarity and analogical reasoning (pp. 470-497). New York: 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
-
-
0002709879
-
Re-framing the problem of conceptual change
-
Caravita, S., and Harden, O. (1994). Re-framing the problem of conceptual change. Learning and Instruction, 4, 89-111.
-
(1994)
Learning and Instruction
, vol.4
, pp. 89-111
-
-
Caravita, S.1
Harden, O.2
-
7
-
-
21144478298
-
On understanding the nature of scientific knowledge
-
Carey, S., and Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28, 235-251.
-
(1993)
Educational Psychologist
, vol.28
, pp. 235-251
-
-
Carey, S.1
Smith, C.2
-
8
-
-
0001265584
-
Conceptual change within and across ontological categories:Examples from learning and discovery in science
-
R.N.Giere (Ed.), Minneapolis; University of Minnesota Press
-
Chi, M.T.H. (1992), Conceptual change within and across ontological categories:Examples from learning and discovery in science. In R.N.Giere (Ed.), Cognitive models in science. Minneapolis; University of Minnesota Press.
-
(1992)
Cognitive models in science
-
-
Chi, M.T.H.1
-
9
-
-
0002764441
-
Knowledge in pieces
-
G.Forman, and P.B.Puffal (Eds.), Hillsdate, NJ: Lawrence Erlbaum Associates
-
diSessa, A.A. (1988). Knowledge in pieces. In G.Forman, and P.B.Puffal (Eds.), Constructivism in the computer age (pp. 49-70). Hillsdate, NJ: Lawrence Erlbaum Associates.
-
(1988)
Constructivism in the computer age
, pp. 49-70
-
-
di Sessa, A.A.1
-
10
-
-
84455175167
-
Toward an epistemology of physics
-
diSessa, A.A. (1993). Toward an epistemology of physics. Cognifiort and instruction, 10, 105-225.
-
(1993)
Cognifiort and instruction
, vol.10
, pp. 105-225
-
-
di Sessa, A.A.1
-
12
-
-
0032391726
-
Reconceptualizing change in the cognitive construction of knowledge
-
Dole, J.A., and Sinatra, G.M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2/3), 109-128.
-
(1998)
Educational Psychologist
, vol.33
, Issue.2-3
, pp. 109-128
-
-
Dole, J.A.1
Sinatra, G.M.2
-
13
-
-
84965924923
-
Constructing scientific knowledge in the classroom
-
Driver, R., Asoko, H., Leach, J., Mortimer, E., and Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
-
(1994)
Educational Researcher
, vol.23
, Issue.7
, pp. 5-12
-
-
Driver, R.1
Asoko, H.2
Leach, J.3
Mortimer, E.4
Scott, P.5
-
14
-
-
70450160934
-
Pupils and paradigms: A review of literature related to concept development in adolescent science students
-
Driver, R., and Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
-
(1978)
Studies in Science Education
, vol.5
, pp. 61-84
-
-
Driver, R.1
Easley, J.2
-
15
-
-
0002275278
-
The development of children’s knowledge about the mind; From cognitive connections to mental representation
-
J.Astington, P.Harris, and D.Olson (Eds.), Cambridge: Cambridge University Press
-
Flavell, J. (1988). The development of children’s knowledge about the mind; From cognitive connections to mental representation. In J.Astington, P.Harris, and D.Olson (Eds.), Developing theories of mind (pp. 244-270). Cambridge: Cambridge University Press.
-
(1988)
Developing theories of mind
, pp. 244-270
-
-
Flavell, J.1
-
16
-
-
85142567741
-
The development of knowledge about the composition and layering of the earth’s interior
-
press, in Greek
-
loannidou, I., and Vosniadou, S. (in press). The development of knowledge about the composition and layering of the earth’s interior. Paidagogiki Epitheorisi, 31 (in Greek).
-
Paidagogiki Epitheorisi
, pp. 31
-
-
Loannidou, I.1
Vosniadou, S.2
-
18
-
-
13844257368
-
-
August, Paper presented at the biennial meeting of the European Science Education Association, Thessaloniki, Greece
-
Kouka, A., Vosniadou, S., and Tsaparlis, G. (August, 2001). The development of students’ understanding of water as a solvent. Paper presented at the biennial meeting of the European Science Education Association, Thessaloniki, Greece.
-
(2001)
The development of students’ understanding of water as a solvent
-
-
Kouka, A.1
Vosniadou, S.2
Tsaparlis, G.3
-
22
-
-
85142559306
-
-
Poster presented at the Seventh European Conference for Research on Learning and Instruction, Athens, Greece
-
Kyrkos, C., and Vosniadou, S. (1997). Mental models of plant nutrition. Poster presented at the Seventh European Conference for Research on Learning and Instruction, Athens, Greece.
-
(1997)
Mental models of plant nutrition
-
-
Kyrkos, C.1
Vosniadou, S.2
-
23
-
-
0003000956
-
How scientists think? Capturing the dynamis of conceptual change in science
-
R.Giere (Ed.), Minneapolis: University of Minnesota Press
-
Nerserssian, N. (1992). How scientists think? Capturing the dynamis of conceptual change in science. In R.Giere (Ed.), Cognitive Models of Science (pp. 3-44). Minneapolis: University of Minnesota Press.
-
(1992)
Cognitive Models of Science
, pp. 3-44
-
-
Nerserssian, N.1
-
24
-
-
84984020219
-
An alternative to Piagetian psychology for science and mathematics education
-
Novak, J.D. (1977). An alternative to Piagetian psychology for science and mathematics education. Science Education, 61, 453-77.
-
(1977)
Science Education
, vol.61
, pp. 453-477
-
-
Novak, J.D.1
-
26
-
-
0004268713
-
-
New York: Columbia University Press
-
Piaget, J. (1970). Genetic epistemology. New York: Columbia University Press.
-
(1970)
Genetic epistemology
-
-
Piaget, J.1
-
28
-
-
0037946294
-
Motivational beliefs as responses for and constraints on conceptual change
-
W.Schnotz, S.Vosniadou, and M.Carretero (Eds.), Kidlington, Oxford: Elsevier Science Ltd
-
Pintrich, P.R. (1999). Motivational beliefs as responses for and constraints on conceptual change. In W.Schnotz, S.Vosniadou, and M.Carretero (Eds.), New perpectives on conceptual change (pp. 33-50). Kidlington, Oxford: Elsevier Science Ltd.
-
(1999)
New perpectives on conceptual change
, pp. 33-50
-
-
Pintrich, P.R.1
-
29
-
-
84983946018
-
Accomodation of a scientific conception: Toward a theory of conceptual change
-
Posner, G.J., Strike, K.A., Hewson, P.W., and Gertzog, W.A. (1982). Accomodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
-
(1982)
Science Education
, vol.66
, pp. 211-227
-
-
Posner, G.J.1
Strike, K.A.2
Hewson, P.W.3
Gertzog, W.A.4
-
30
-
-
2942684719
-
From passive to active to intentional: Changing conceptions of the learner
-
G.M.Sinatra (Chair), Symposium presented at the American Educational Research Association Annual Meeting, New Orleans
-
Sinatra, G.M. (2000). From passive to active to intentional: Changing conceptions of the learner. In G.M.Sinatra (Chair), What does it mean to be an intentional learner? Alternative perspectives. Symposium presented at the American Educational Research Association Annual Meeting, New Orleans.
-
(2000)
What does it mean to be an intentional learner? Alternative perspectives
-
-
Sinatra, G.M.1
-
31
-
-
0000030647
-
Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development
-
Smith, C.L., Maclin, D., Houghton, C., and Hennessey, M.G. (2000). Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 349-422.
-
(2000)
Cognition and Instruction
, vol.18
, Issue.3
, pp. 349-422
-
-
Smith, C.L.1
Maclin, D.2
Houghton, C.3
Hennessey, M.G.4
-
32
-
-
0002969609
-
Physical knowledge in infancy: Reflections on Piaget’s theory
-
S.Carey and R.Gelman (Eds.), Hillsdale, NJ:Lawrence Erlbaum Associates
-
Spelke, E., (1991). Physical knowledge in infancy: Reflections on Piaget’s theory. In S.Carey and R.Gelman (Eds.), Epigenesis of mind (pp. 133-170). Hillsdale, NJ:Lawrence Erlbaum Associates.
-
(1991)
Epigenesis of mind
, pp. 133-170
-
-
Spelke, E.1
-
33
-
-
0004212497
-
-
Princeton, NJ: Princeton University Press
-
Thagard, P. (1992). Conceptual revolutions, Princeton, NJ: Princeton University Press.
-
(1992)
Conceptual revolutions
-
-
Thagard, P.1
-
34
-
-
84918426063
-
Spontaneous reasoning in elementary dynarnis
-
Viennot, L. (1979). Spontaneous reasoning in elementary dynarnis. European Journal of Science Education, 1, 205-221.
-
(1979)
European Journal of Science Education
, vol.1
, pp. 205-221
-
-
Viennot, L.1
-
35
-
-
0002067276
-
Universal and culture specific properties of children models of the earth
-
L.A.Hirschfield and S.A.Gelman (Eds.), New York: Cambridge University Press
-
Vosniadou, S. (1994a). Universal and culture specific properties of children models of the earth. In L.A.Hirschfield and S.A.Gelman (Eds.), Mapping the mind (pp. 412-430). New York: Cambridge University Press.
-
(1994)
Mapping the mind
, pp. 412-430
-
-
Vosniadou, S.1
-
36
-
-
7744223509
-
Capturing and modelling the process of conceptual change
-
Vosniadou, S. (1994b). Capturing and modelling the process of conceptual change. Learning and Instruction, 4, 45-69.
-
(1994)
Learning and Instruction
, vol.4
, pp. 45-69
-
-
Vosniadou, S.1
-
37
-
-
0001842894
-
Conceptual change research: State of the art and future directions
-
W.Schnotz, S.Vosniadou, and M.Carretero (Eds.), Kidlington, Oxford: Elsevier Science
-
Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W.Schnotz, S.Vosniadou, and M.Carretero (Eds.), New perspectives on conceptual change (pp. 3-14). Kidlington, Oxford: Elsevier Science.
-
(1999)
New perspectives on conceptual change
, pp. 3-14
-
-
Vosniadou, S.1
-
38
-
-
2442442463
-
On the nature of naïve physics
-
M.Limon and L.Mason (Eds.), Kluwer Academic Publishers
-
Vosniadou, S. (2002). On the nature of naïve physics. In M.Limon and L.Mason (Eds.), Reframing the process of conceptual change (pp. 61-76). Kluwer Academic Publishers.
-
(2002)
Reframing the process of conceptual change
, pp. 61-76
-
-
Vosniadou, S.1
-
39
-
-
34147137700
-
Mental models of the earth: A study of conceptual change in childhood
-
Vosniadou, S., and Brewer, W.F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
-
(1992)
Cognitive Psychology
, vol.24
, pp. 535-585
-
-
Vosniadou, S.1
Brewer, W.F.2
-
40
-
-
0000007462
-
Mental models of the day/night cycle
-
Vosniadou, S., and Brewer, W.F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.
-
(1994)
Cognitive Science
, vol.18
, pp. 123-183
-
-
Vosniadou, S.1
Brewer, W.F.2
-
41
-
-
0037718855
-
From conceptual development to science education: A psychological point of view
-
Vosniadou, S., and loannides, C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20(10), 1213-1230.
-
(1998)
International Journal of Science Education
, vol.20
, Issue.10
, pp. 1213-1230
-
-
Vosniadou, S.1
Loannides, C.2
-
42
-
-
0037946283
-
Designing learning environments to promote conceptual change in science
-
Vosniadou, S., loannides, C., Dimitrakopoulou, A., and Papademitriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381-419.
-
(2001)
Learning and Instruction
, vol.11
, pp. 381-419
-
-
Vosniadou, S.1
Loannides, C.2
Dimitrakopoulou, A.3
Papademitriou, E.4
-
43
-
-
85071202057
-
-
April, Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA
-
Vosniadou, S., and Kempner, L. (1993, April). Mental models of heat. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA.
-
(1993)
Mental models of heat
-
-
Vosniadou, S.1
Kempner, L.2
|