Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure

By Keith Taber. 2000

198 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/758bf0e5da77520c2c2947fe6ab961ebc84b85b4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “Investigations into the reasons why bright students would struggle to master chemistry concepts have revealed several areas that cause trouble for chemistry students rooted in the rigorous mental requirements of the subject matter (Bodner 1991; Johnstone, 2000; Taber, 2000).”
The missing disciplinary substance of formative assessment (2011, background): “These authors have raised empirical and theoretical reasons to doubt the view of prior conceptions as obstacles to learning (Nobes et al., 2003; Smith, diSessa, & Rochelle, 1993; Taber, 2000), although this continues to be the subject of some debate.”
Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010, methodology): “However, as the basis for such complications is knowledge accessible through explicit representation in cognitive structure, then it is—at least in principle—possible for researchers to elicit fuller descriptions to counter the criticism (eg, Taber, 2000b ).”
Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding (2003, background): “A number of alternative conceptions have been reported for chemical bonding ( Taber, 1997, 2000, 2001a, b; Taber & Watts, 1997).”
Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure (2008, background): “It seems clear that in some topic areas students can hold several stable ways of explaining the same phenomena, with a particular idea being elicited according to various contextual cues (Taber, 2000 cf. Pope & Denicolo, 1986).”
The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: A typology of learning impediments (2001, background): “Although some alternative conceptions may be readily discarded, persuading pupils to give up long-established, and well-integrated, alternative frameworks is a dif cult and lengthy process (Taber, 1995a, 2000).”
Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. (2009, background): “Our empirical work and that of others (e.g., Taber, 2000) show that most students lack the level of understanding that allows them to flexibly use their knowledge and apply it to new problems.”