International handbook of research on conceptual change

By Stella Vosniadou. 2013

856 citations recorded by the source corpus.

Subfields: Gender Studies, Language and Linguistics, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/416a7b8e7bb40fca2a7dd2a1436f7f32955615e1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

In Language and Linguistics

In Organizational Behavior and Human Resource Management

Citations in the corpus

Teaching Mathematics by Comparison: Analog Visibility as a Double-Edged Sword. (2016, background): “Conceptual change literature (Vosniadou, 2013; Chi, 2013; Carey & Spelke, 1994) has investigated how people overcome misconceptions in the context of science education (Chinn & Brewer, 1993; Brown & Clement, 1989; Brown, 2014), and recently in mathematics (Vamvakoussi & Vosniadou, 2012), but the…”
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change (2014, background): “Specific interventions aimed at addressing misconceptions in prior knowledge are often necessary in science learning, which frequently requires overcoming inaccurate prior conceptions (Sinatra & Broughton, 2011; Vosniadou, 2008).”
Students’ Misconceptions and Other Difficulties in Introductory Programming (2017, background): “Instead of documenting and attacking misconceptions, one growing trend in conceptual change research focuses on describing the knowledge acquisition process and tracking the evolution of learners’ understandings (Vosniadou 2013; diSessa 2013, 2014).”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “There is a vast literature on conceptual change and how it relates to education (e.g., Carey 1985; Vosniadou 2008).”
Engineering Students' Experiences in Studying Entrepreneurship (2014, background): “This form of thinking is postformal, relativistic, dialectic, and critical, and ideally leads to transformative learning (Mezirow, 1991, 2003, 2006) or conceptual change (Vosniadou, 2008).”
Concept Development and Transfer in Context‐Based Science Education (2011, background): “The volume International Handbook of Research on Conceptual Change (Vosniadou, 2008) provides eloquent testimony to the complex demands of bringing about conceptual change, whatever terminology is used.”