Children's Responses to Anomalous Scientific Data: How Is Conceptual Change Impeded?.

By Clark A. Chinn, Betina A. Malhotra. 2002

203 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1497f70e64ab1f1bc76e1e46b966fa77e020f7b6

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH (2010, background): “Other terms that are sometimes used include alternative belief, alternative conception, alternative framework, children’s science, erroneous idea, inaccurate prior knowledge, intuitive conception, intuitive science, naive conception, naive theory, nonscientific idea, persistent pitfall, preconceptio”
Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, background): “The underdetermination thesis helps to explain why refuting or anomalous evidence often does not play as major a role in compelling students to restructure their naı¨ve ideas as teachers and researchers hope it would (Chinn and Malhotra 2002b; Scott et al. 1992).”
Science education for environmental awareness: approaches to integrating cognitive and affective domains (2008, methodology): “…too often and can include combinations of approaches, including, for example, discussions and a combination of practical, teacher explanation (Chinn and Malhotra 2002), application to real life contexts (Banet and Nunez 1997), use of photographs and newspaper articles (Thorpe 1991),…”
Peer Argumentation in the School Science Laboratory—Exploring effects of task features (2011, background): “Several outcomes occurred, which align with Chinn and Malhotra ( 2002b ): • ”
Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature (2013, background): “It has been shown that attending to anomalies is critical for conceptual change (Chinn and Malhotra 2002) and that it is principally during the process of anomaly resolution that individuals come to understand their own implicit assumptions and logical mistakes (Darden 1995).”
Exploring the relationship between physics-related epistemological beliefs and physics understanding (2007, background): “Similar explanations have been provided in the literature to account for the way students respond to anomalous data in conditions of cognitive conXict (e.g., Chinn & Brewer, 1993; Chinn & Malhotra, 2002; Mason, 2000, 2001).”
A Motivational View of Constructivist‐informed Teaching (2005, methodology): “…in promoting scientific viewpoints—strategies such as cognitive conflict and peer group argumentation have been questioned by a number of authors (Chinn & Malhotra, 2002; Limón, 2001; Windschitl, 2001)—but a comprehensive analysis of each of them is beyond the scope of this paper, so instead…”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, methodology): “For example, beginning with the initial encoding of information, interventions can promote students’ observational abilities and lead to appropriate encoding of information (e.g., Chinn & Malhotra, 2002a), which was shown to facilitate inferences, generalizations and retention.”
On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change (2008, background): “…conceptual change (Demastes, Good, & Peebles, 1996; Posner, Strike, Hewson, & Gertzog, 1982); developed theories about the nature of conceptual change (Chi, 1992; Chi, Slotta, & deLeeuw, 1994); and explored practical ways to foster conceptual change (Chinn & Malhotra, 2002; Hewson & Hewson, 1984).”
Reading Into the Future: Competence for the 21st Century (2012, background): “The awareness of and response to anomalous data are also critical to conceptual restructuring (Chinn & Brewer, 1993; Chinn & Malhotra, 2002), and thus to the development of principled knowledge in any academic domain, including reading.”