Reframing the Conceptual Change Approach in Learning and Instruction

By Stella Vosniadou. 2007

139 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/69efc3a56df7a59b548192e2cb08ca9eac07bf11

How researchers see this paper

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

Citations in the corpus

How Many Decimals Are There Between Two Fractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010, methodology): “…(Hartnett & Gelman, 1998; Malara, 2001; Merenluoto & Lehtinen, 2002; Neumann, 2001; Pehkonen, Hannula, Maijala, & Soro, 2006; Vamvakoussi & Vosniadou, 2004, 2007), but at the tertiary education level as well (Giannakoulias, Souyoul, & Correspondence should be addressed to Xenia…”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, background): “…change refer, in some way or another, to tacit or implicit presuppositions (Vosniadou, 1994), core hypothesis (Chi, 2008), background assumptions (Vosniadou, 2007), phenomenological primitives (diSessa, 1993, 2006), core intuitions (Brown, 1993), or conceptual resources (Redish, 2004) that guide…”
The role of intuitive heuristics in students' thinking: Ranking chemical substances (2010, background): “Several educational researchers have highlighted the central importance of different types of cognitive constraints on student thinking in academic domains, referring to them in diverse ways: tacit or implicit presuppositions (Vosniadou, 1994), core hypothesis (Chi, 2008), background assumptions (Vo”
Developmental changes in the comparison of decimal fractions (2010, background): “…that the affective and motivational characteristics of the learner, as well as various social, instructional and contextual factors, play a role in the adoption of conceptual change, our research was only focused on cognitive aspects of conceptual change (see Vosniadou, 2007 for a discussion).”
What Fills the Gap between Discrete and Dense? Greek and Flemish Students' Understanding of Density. (2011, result): “…conceptual organization of number, namely conceptual change (Desmet, Grégoire, & Mussolin, 2010; Gelman, 2000; Hartnett & Gelman, 1998; Merenluoto & Lehtinen, 2002; Moss, 2005; Ni & Zhou, 2005; Smith, Solomon, & Carey, 2005; Stafylidou & Vosniadou, 2004; Vamvakoussi & Vosniadou, 2004, 2007).”
Representing, Running, and Revising Mental Models: A Computational Model (2018, background): “…involves assembling elementary knowledge elements (e.g., diSessa, 1993; diSessa & Sherin, 1998) with respect to central epistemic commitments (e.g., Vosniadou & Brewer, 1992, 1994), and this promotes metacognitive evaluation of mental models for consistency and coherence (e.g., Vosniadou, 2007).”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, unknown): “…model of epistemological beliefs, many researchers have explicitly drawn on this framework (e.g., Greene et al., 2008; Mason & Scirica, 2006; Muis, Bendixen, & Haerle, 2006; Muis & Franco, 2009; Qian & Alvermann, 2009; Stathopoulou & Vosniadou, 2007; Tsai, 2008; Weinstock & Cronin, 2003).”