Mental models of the earth
A study of conceptual change in childhood
Datos Bibliográficos
| ID | 23328898 |
|---|---|
| Autores | Stella Vosniadou (0000-0003-4850-8578, University of Illinois Urbana-Champaign, autor de correspondencia), William F Brewer (University of Illinois Urbana-Champaign) |
| Año | 1992 |
| Volumen | 24 |
| Número | 4 |
| Páginas | 535-585 |
| Fecha de publicación | 1992-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Cognitive Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0010-0285 • E-ISSN: 1095-5623 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/0010-0285(92)90018-w |
| OpenAlex | W2161696066 |
| Idioma | EN |
| Citas recibidas | 154 |
| Referencias citadas | 28 |
Conceptual change · Construct (python library) · Developmental psychology · Earth (classical element) · Epistemology · Figure of the Earth · Geodesy · Mathematics education · Presupposition · Animal and Plant Science Education · Child and Animal Learning Development · Computer Science · Geology · Mathematics · Philosophy · Psychology · Science Education and Pedagogy
A field guide for teaching evolution in the social sciences
Domain-specific knowledge and conceptual change
Religionskundliches Sprechen über Religion(en) als Metakonzept der Religionskunde
Anchoring the design process
Mental Models
Religious Belief, Scientific Expertise, and Folk Ecology
Laste teadmiste areng. Taevas, Maa ja Päike laste seletustes
Development of Children's Knowledge
An Overview of Conceptual Change Theories
Knowing Why I Now Know Better
Changing Stances on Abortion During Case-Based Reasoning Tasks
The Development of Argumentive Discourse Skill
Relational categories as a bridge between cognitive and educational research
Heavenly Talk
Constraining Knowledge Building
Conceptual Change and Education
Contradictory or Complementary? Creationist and Evolutionist Explanations of the Origin(s) of Species
Generating Synergy between Conceptual Change and Knowledge Building
‘Conceptual Metaphor Meets Conceptual Change’
Who can help me fix this toy?” The distinction between causal knowledge and word knowledge guides preschoolers' selective requests for information
Profiles of inconsistent knowledge in children’s pathways of conceptual change
Development in the understanding of perception
All Other Things Being Equal
Girls in detail, boys in shape
Third graders' acquisition of knowledge of banking
Earthrise; or, The Globalization of the World Picture
Perceptual symbol systems
The Cambridge Handbook of Computing Education Research
Scientific Concepts during Childhood, Development of
Wissen, Können und Verstehen. Über die Herstellung ihrer Zusammenhänge im Sachunterricht
Handbook of Self-Regulation of Learning and Performance
Perceptions of perceptual symbols
Science as argument
Salvaging science literacy
Informative tools for characterizing individual differences in learning
A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system
Domain-specific prior knowledge and learning
The Multidimensional Knowledge in Text Comprehension framework
Trust in Testimony
Capturing and modeling the process of conceptual change
The Role of Anomalous Data in Knowledge Acquisition
Policy Implementation and Cognition
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
Commonsense Conceptions of Emergent Processes
La construction des connaissances en astronomie chez l’enfant d’école élémentaire
The Challenges of Defining and Measuring Student Engagement in Science
Conceptual change about outer space
The Role of Artificial Intelligence in Preservice Science Teachers’ Analogical Reasoning
Can simply illustrated life cycle-based environmental information help promote Life Cycle Thinking
Experimenting and thematically analyzing the project study to increase effectiveness of the case of the formation of seasons
Conceptual Change in the Face of Digitalization
Learner-generated drawing as a learning strategy. The effect of teacher-guided intervention program “Learning with Understanding” on composing drawings in math word problems in the primary grades
Mental models of the earth’s internal structure among primary, middle and secondary school students in Chile
Young children’s ideas of energy compared with the scientific energy concept
Examination of children’s visuospatial thinking skills in domain-general learning and interpretation of scientific diagrams
Coexistence of Misconceptions and Scientific Conceptions in Chemistry Professors
Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy
Accessing Young Children’s Ideas about Energy
From the Spherical Earth Model to the Globe
Concept Mapping in Magnetism and Electrostatics
Existing and Emerging Students’ Alternative Ideas on Geodynamic Phenomena
Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education
Children’s Astronomy. Development of the Shape of the Earth Concept in Polish Children between 5 and 10 Years of Age
Exploring the Emergence of Chemistry in Preschool Education
Play-Based Physics Learning in Kindergarten
Learning Under Uncertainty
Metacognitive Development and Conceptual Change in Children
How Do Young Children Explain Differences in the Classroom? Implications for Achievement, Motivation, and Educational Equity
Wenn die Welt Fieber hat, haben wir auch Fieber!“ – Grundschulkinder diskutieren über den Klimawandel
The effect of language on the coherence of children’s conceptions of force
Astronomers’ representations of the earth and day / night cycle
Ausubel’s meaningful learning re-visited
Using drawings to examine undergraduate students’ mental models of the greenhouse effect
Making claims about learning
Longitudinal effect of a technology-enhanced learning environment on sixth-grade students’ science learning
Analysis of Spanish pre-service teachers’ mental models of geologic time
Analysing the relationships between argumentative reasoning and justification beliefs and the effects of prior experience of scientific information
The Public Discussion on Flat Earth Movement
Elementary School Children’s Explanations of Day and Night
A Map for the Ontological Crossroads
Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning
Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment
Retracted
Students’ conceptions of work and the understanding of the economic value of labor
Engagement in high‐leverage science teaching practices among novice elementary teachers
Characterizing conceptual understanding during design‐based learning
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits
High school students' evolving alternative conception related to the volume of gas
Guiding student transduction in elementary school astronomy
The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions
Middle school students’ understanding of energy in health and fitness
A Critical Examination of Turkish Language Teaching Curriculum From an Interactionist Perspective
Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation
Situational interest helps correct misconceptions
Conceptual engineering and conceptual change. An argument for the learnability of ameliorated concepts
Task imprinting
The roles of switching and inhibition in adult counterintuitive scientific thinking
Look Again
Children's representations of learning through drawings
Back to basics
Criticism and the Growth of Knowledge
Categorization and Representation of Physics Problems by Experts and Novices
A spreading-activation theory of semantic processing.
Falsification and the Methodology of Scientific Research Programmes
The Structure of Scientific Revolutions
Cultural Models in Language and Thought
The Copernican Revolution?
Handbook of Social Cognition
The Essential Tension
Cognitive Models of Science
Elements of Discourse Understanding
| Obras citantes distintas | 154 |
|---|---|
| Citas por año | 4,67 |
| Intervalo de citas | 1993 - 2026 (34) |
| Velocidad de citación | current |
| Altamente citado | Sí |
| Tipos de cita | Neutras: 128 |