Dimensions of Causal Understanding: the Role of Complex Causal Models in Students' Understanding of Science

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Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning (2018, background): “We have ignored much of the complexity and difficulty in doing mechanistic reasoning (e.g., Hmelo-Silver & Azevedo, 2006; Perkins & Grotzer, 2005).”
Teaching and Learning 21st Century Skills (2012, unknown): “60 Perkins & Grotzer, 2008; Schwartz & Fischer, 2006.”
Learning 21st-Century Skills Requires 21st-Century Teaching (2012, background): “Learners have many misunderstandings about how the world really works, and they hold onto misconceptions until they have the opportunity to build alternative explanations based on experience (Perkins & Grotzer, 2008).”
Misconceived Causal Explanations for Emergent Processes (2012, background): “…model,’’ a more accurate ‘‘bicycle-chain model’’ of electrical current is that electrons are in all parts of a simple circuit, all moving at the same time, and with the same flow rate when the circuit achieves a steady state (Dupin & Johsua, 1984; Grotzer & Sudbury, 2000; Perkins & Grotzer, 2005).”
Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, background): “Further, science educators have noted that increasing competence within a domain is often associated with increasing use of causally central concepts (Berland & McNeill, 2010; Nehm & Ridgway, 2011; Perkins & Grotzer, 2005).”