Mental, physical, and mathematical models in the teaching and learning of physics

By I. Greca, M. A. Moreira. 2002

265 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6695fdc8786d39b2f9f7dad11be45d27c56b8a23

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. E. Macaro
2. Daniel P. Shepardson
3. S. Graham
4. Karen E. Roehr
5. N. Kelly
6. Jennifer Bruen
7. Lawrence Jun Zhang
8. Lynn Erler

In Education

1. Dev Niyogi
2. Soyoung Choi
3. E. Macaro
4. Daniel P. Shepardson
5. Umarporn Charusombat
6. R. Monhardt
7. D. Kalvaitis

In Experimental and Cognitive Psychology

1. E. Macaro
2. Daniel P. Shepardson

Citations in the corpus

• A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. (2015, unknown): “…Driver & Easley, 1978; Helm, 1980), “naïve beliefs” (Caramazza, McCloskey, & Green, 1980), “children’s ideas” (Osborne, Black, Meadows, & Smith, 1993), “conceptual difficulties (McDermott, 1993), “phenomenological primitives” (diSessa, 1993), “mental models” (Greca & Moreire, 2002) and so forth.”
• Seventh grade students' mental models of the greenhouse effect (2011, background): “According to Greca and Moreira ( 2000 , 2001 ), in order to understand the world, students construct internal representations or mental models that are based on their existing knowledge and past experiences.”
• Exploring the role of language in English medium instruction (2020, background): “Moreover, different disciplines have different approaches to constructing mental models of a given theory and these have their own specific semantic structures (see, for example, Greca and Moreira 2002, in the case of physics).”