“Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena

By M. Wiser, Tamer G. Amin. 2001

195 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0950bc6531d59c5c101e82c1811ea5c1c8115015

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students' Understanding of Heat and Temperature Concepts (2006, background): “Since the alternative conceptions are usually not consistent or partially consistent with currently accepted scientific knowledge (Wiser & Amin, 2001; Solomon, 1992), they can distort new learning (Novak, 2002).”
FOCUS ARTICLE: Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory (2006, background): “Studies also show that, with specific instruction, eighth graders find the atomic-molecular explanation of thermal dilation convincing and A PROPOSED LEARNING PROGRESSION 85 can extend it to understanding how a thermometer works (Wiser & Amin, 2001).”
Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring (2006, background): “Wiser’s recent work (Wiser & Amin, 2001) focuses on ontological differences between students’ and scientists’ terminology but claims that students’ conceptual change in science is evolutionary and revolutionary, involving theory change (as discussed by Carey, 1999, 2000) and gradual accretion of…”
Conceptual Metaphor Meets Conceptual Change (2009, methodology): “The closely related ‘theory change’ [Carey, 1985, 1999; Smith, 2007; Smith et al., 1997; Wiser, 1995; Wiser & Amin, 2001, 2002] and ‘framework theory’ [Ioannides & Vosniadou, 2002; Vosniadou, 2002] views attribute greater coherence to the understanding of the novice, which is viewed as theory-like…”
Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift (2009, background): “Similarly, students think of heat as physical objects such as " hot molecules " or a material substance such as " hot stuff " or " hotness " (Wiser & Amin, 2001), as indicated by phrases such as " molecules of heat " or expressions such as " Close the door, you're letting all the heat out.”
Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science (2012, background): “…and analogies are very fruitful in teaching scientific topics such as cell division (Riemeier & Gropengießer, 2008), seeing (Gropengießer, 1997), climate change (Niebert & Gropengießer, 2011), the concept of heat (Wiser & Amin, 2001), or the concepts of force and electricity (Reiner, et al., 2000).”
An Overview of Conceptual Change Theories. (2007, background): “Wiser and Amin (2001) for example suggest that conceptual change involves both revolutionary as well as evolutionary components.”