Shifting sands: a case study of conceptual development as competition between alternative conceptions
By Keith Taber. 2001
130 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/22cba97cbde00642100b9877833fd9f8e0a5f39a
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In Developmental and Educational Psychology
In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure (2008, background): “…stable, pre-existing, notions (Mortimer, 1995; Taber, 1995b, 2000) and indeed the availability of alternative well developed conceptual structures may be an important requirement for some types of conceptual change (Thagard, 1992; Taber 2001; cf. Petri & Niedderer, 1998; Harrison & Treagust, 2000).”
- Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010, background): “…the conceptions that students are reported to hold are related to the tendency of students to interpret the microscopic world in macroscopic terms (Taber, 2001a) as well as to the difficulty of interpreting observable phenomena in terms of interactions between unfamiliar atoms and molecules…”