What happens to the food we eat? Children's conceptions of the structure and function of the digestive system

By Francimar Martins Teixeira. 2000

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Management, Monitoring, Policy and Law

View Paper: https://www.semanticscholar.org/paper/6e11970a853fbdbf401455f8a66bc57fde2bd650

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. Lawrence C. Scharmann
2. Taehee Noh
3. Sukjin Kang
4. P. Prokop
5. M. Prokop
6. S. Tunnicliffe
7. J. Fanèovièová
8. F. Abd‐El‐Khalick

In Education

1. Lawrence C. Scharmann
2. Taehee Noh
3. Sukjin Kang
4. M. Prokop
5. S. Tunnicliffe
6. J. Fanèovièová
7. P. Prokop
8. F. Abd‐El‐Khalick

In Management, Monitoring, Policy and Law

1. P. Prokop
2. M. Prokop
3. S. Tunnicliffe
4. J. Fanèovièová
5. Taehee Noh
6. Lawrence C. Scharmann
7. Sukjin Kang

Citations in the corpus

• STUDENTS' IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW? (2006, background): “For example, 4 to 6 year old young children believe that the body contains only recently eaten food (Teixeira, 2000).”
• The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change (2005, background): “The research on students’ alternative conceptions in various content domains rapidly expanded during the 1980s (Wandersee et al., 1994), and remains an important agenda to be investigated (for example, Roald & Mikalsen, 2000; Teixeira, 2000; Tytler, 2000; Voska & Heikkinen, 2000).”
• Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text (2003, unknown): “…photosynthesis (Waheed & Lucas, 1992), genetics (Lewis et al., 2000), ecology (Adeniyi, 1985; Munson, 1994), respiration (Sanders, 1993), classification (Trowbridge & Mintzes, 1988), the circulatory system (Arnaudin & Mintzes, 1985; Sungur et al., 2001), and the digestive system (Teixeira, 2000).”
• Effects of Keeping Animals as Pets on Children's Concepts of Vertebrates and Invertebrates (2008, result): “This finding is in agreement with the rapid increase of children’s biology knowledge in this age category (e.g., Carey, 1985; Teixeira, 2000; Jaakkola & Slaughter, 2002), but it also correlates with the Slovakian biology curriculum.”
• What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them? (2011, unknown): “Studies have used open questioning (Dikmenli 2010), pre- and post-test techniques (Haslam and Treagust 1987), concept mapping (Novak 1990; Novak and Gowin 1984), drawings (Bahar et al. 2008; Erdogan and Erentay 2007; Kose 2008; Prokop and Fanoviová 2006; Prokop et al. 2009; Reiss and Tunnicliffe 200”
• Reexamining the Role of Cognitive Conflict in Science Concept Learning (2004, background): “…was a common theme running through this area of research (Scott, Asoko, & Driver, 1992), and numerous researchers continue to investigate students’ conceptions in various content domains (e.g., Borges & Gilbert, 1999; Roald & Mikalsen, 2000; Teixeira, 2000; Tytler, 2000; Voska & Heikkinen, 2000).”