Science Education as Conceptual Change

By Susan Carey. 2000

163 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/71ffa48a843d5a9c45c2c1df7f6bdb680235e496

How researchers see this paper

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

In Computer Science Applications

1. Vasso Zogza
2. Denis Mareschal
3. Garvin Brod
4. Corinne Zimmerman
5. Yee Lee Shing
6. Kostas Kampourakis

In Education

1. Denis Mareschal
2. Vasso Zogza
3. Kostas Kampourakis
4. Jason L. G. Braasch
5. Garvin Brod
6. Jennifer Wiley
7. Corinne Zimmerman
8. Susan R. Goldman

Citations in the corpus

• The neuroscience of conceptual learning in science and mathematics (2016, background): “Contrary evidence may require the revision of existing theories [4,11,12], or the development of an entirely new theory, a process called conceptual change [5 ,13].”
• The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “…speciWc competing hypothesis or the complement of the hypothesis under 2 Reviews and collections of work on domain-speciWc concepts can be found in Carey (1985, 2000), Gelman (1996), Gentner and Stevens (1983), Hirschfeld and Gelman (1994), Keil (1989), Pfundt and Duit (1988), Sperber, Premack,…”
• Science Is Awe-Some: The Emotional Antecedents of Science Learning (2017, background): “From an early age, children’s expectations relevant to the domain of science are widespread, deeply held, and rooted in intuitive theories of the physical world (Carey, 2000; Wellman & Gelman, 1992).”
• Effects of Prior Knowledge on Memory: Implications for Education. (2016, background): “These interactions may be more involved in the acquisition of factual knowledge (e.g., basic arithmetic) than in the revision of complex representation structures (see Carey, 2000 on conceptual growth vs. change), but they form the basis of the process of knowledge acquisition.”
• Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution (2009, background): “In general, to teach effectively about science teachers primarily need to identify their students’ preconceptions, as these may form obstacles in both understanding and accepting the scientific concepts taught ( Carey 2000 ).”
• The influences of text and reader characteristics on learning from refutations in science texts. (2013, background): “…are relatively consistent in their use of one misconception when generating predictions and causal explanations across a variety of contexts (Carey, 1985, 1991, 2000; Chi, 1992, 2005; Chi, Slotta, & de Leeuw, 1994; Ioannides & Vosniadou, 2002; McCloskey, 1983; Slotta & Chi, 2006; Slotta,…”