Knowledge organization and activation in physics problem solving

By M. Sabella, Edward F. Redish. 2007

149 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6b039626895dcc89e0b62ab40d5a012f524dec5e

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. Karl A. Smith
2. Edward F. Redish
3. Ross H. Nehm
4. John E Opfer
5. Minsu Ha
6. David M. Hammer
7. Andrew Elby
8. V. Talanquer

In Education

1. Karl A. Smith
2. Minsu Ha
3. John E Opfer
4. Ross H. Nehm
5. Edward F. Redish
6. David M. Hammer
7. Andrew Elby
8. Jennifer Docktor

In Experimental and Cognitive Psychology

1. Edward F. Redish
2. Ross H. Nehm
3. John E Opfer
4. Minsu Ha

Citations in the corpus

• Looking Beyond Content: Skill Development for Engineers (2008, background): “epresentations in specific contexts (Bartlett, 1932; Rumelhart, 1981). A variety of specific structures have been proposed including coordination classes (diSessa and Sherin, 1998), local coherences (Sabella and Redish, 2007), and epistemic games (Tuminaro and Redish, 2007), to mention a few. Associ”
• Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, background): “…mathematics), the gradual progression from novice to expert involves significant changes in what—and, more importantly, how—information is stored and retrieved from long-term memory, such as when solving problems (Chi, Feltovich, & Glaser, 1981; Ericsson & Smith, 1991; Sabella & Redish, 2007).”