Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring

By Douglas B. Clark. 2006

159 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/560f7f08621b10228c18cb7ef83e770fa43598e2

How researchers see this paper

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

In Developmental and Educational Psychology

1. David M. Hammer
2. Edward F. Redish
3. Jason L. G. Braasch
4. Ayush Gupta
5. Susan R. Goldman
6. Gokhan Ozdemir
7. Victor D. Sampson
8. Jennifer Wiley

In Education

1. David M. Hammer
2. Ayush Gupta
3. Edward F. Redish
4. Gokhan Ozdemir
5. Victor D. Sampson
6. Jason L. G. Braasch
7. Panayiota Kendeou
8. Edward J. O'Brien

In Experimental and Cognitive Psychology

1. Gokhan Ozdemir
2. Victor D. Sampson
3. Edward J. O'Brien
4. Emily R. Smith
5. Erinn K. Walsh
6. Panayiota Kendeou
7. Edward F. Redish
8. Jason L. G. Braasch

Citations in the corpus

• The influences of text and reader characteristics on learning from refutations in science texts. (2013, background): “Thus, “knowledge in pieces” proponents contend that inconsistent and unsystematic responding across problem contexts is evidence for knowledge structures that are fragmentary and too weakly organized to be considered “coherent” or “theorylike” (Clark, 2006; diSessa, 1988, 1993, 2002; diSessa et al.,”
• A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups (2011, background): “Facets are ideas that lack the structure of a full explanation and can consist of nominal and committed facts, intuitive conceptions, narratives, p-prims, or mental models based on experiences at various stages of development and sophistication ( Clark 2006 ).”
• Knowledge Revision Processes in Refutation Texts (2014, methodology): “…and theories in the conceptual change literature (e.g., Carey, 2000, 2009; Chi, 2008; Chi, Slotta, & deLeeuw, 1994; Chinn & Brewer, 1993, 1998; Clark, 2006; diSessa, 1998, 2008; Dole & Sinatra, 1998; Hynd & Guzzetti, 1998; Linn, 2008; Nersessian, 2008; Ohlsson, 2009; Posner et al., 1982;…”
• An Overview of Conceptual Change Theories. (2007, methodology): “Or is a student’s knowledge more aptly considered as an ecology of quasi-independent elements (e.g., Clark, 2006; diSessa, Gillespie, & Esterly, 2004; Harrison, Grayson, & Treagust, 1999; Linn, Eylon, & Davis, 2004)?”
• The Case for Dynamic Models of Learners' Ontologies in Physics (2008, background): “In recent years, this view has been applied to a variety of traditionally difficult-to-teach areas of science (Chiu, Chou, & Liu, 2002; Clark, 2006; Ferrari & Chi, 1998; Furio & Guisasola, 1998; Johnston & Southerland, 2000; Kikas, 2004; Lee & Law, 2001; Streveler et al., 2006; Tynjälä, 1999; Tyson,”