Cognitive Aspects of Learning and Teaching Science.

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Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching (2003, background): “With limited opportunities to learn about teaching, many faculty rely on transmittalist models of teaching that resemble their own learning experiences: Lecture and text act as dominant forms of knowledge transmission, and learning is assumed to immediately follow (Mestre, 1994).”
EFFICIENCY AND INNOVATION IN TRANSFER (2005, background): “Research on preconceptions provides an example of paying attention to what people transfer in because it will profoundly affect what they learn (see, e.g., Clement, 1993; Mestre, 1994; Mestre, Thaden-Koch, Dufresne, & Gerace, in press; Minstrell, 1989; Redish, in press).”
Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure (2008, background): “that are not available to the novice (Mestre, 1994; Abdullah, 2006).”