On the Nature of Naïve Physics
By Stella Vosniadou. 2002
251 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/82a53c910c32f6ad67ab2e782286ed600abda43b
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
- Nicole M. Gillespie
- Andrea A. diSessa
- Jennifer B. Esterly
- Tamer G. Amin
- Suzanne H. Broughton
- Gale M. Sinatra
- Vaughan Prain
- Russell Tytler
In Education
- Nicole M. Gillespie
- Andrea A. diSessa
- Jennifer B. Esterly
- Tamer G. Amin
- Suzanne H. Broughton
- Douglas B. Clark
- Gale M. Sinatra
- Vaughan Prain
Citations in the corpus
- Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting (2006, unknown): “…the way they go about inducing change, they share two assumptions: (a) conceptions are located somewhere in the mind in the form of mental models (Vosniadou, 2002), p-prims (diSessa, 1993), cognitive elements (Niedderer & Schecker, 1992), or internal structure (Reiss & Tunnicliffe, 2001); and…”
- The development of students’ understanding of the numerical value of fractions (2004, unknown): “The conceptual change theoretical framework that will be adopted in the present study is the one developed by Vosniadou (1994, 2001, 2002) in her attempts to explain how students develop science concepts.”
- Conceptual Metaphor Meets Conceptual Change (2009, background): “It is often noted by researchers adopting diverse perspectives that students demonstrate confusion between the meanings of related terms in an area of science – for example, heat and temperature [Wiser, 1995]; force, energy, and momentum [diSessa et al., 2003; Ionnides & Vosniadou, 2002].”
- Coherence versus fragmentation in the development of the concept of force (2004, methodology): “On the conservative side, Vosniadou (2002)lists dimensions along which expert theories and naı̈ve theories differ.”
- “Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “Conceptual change often involves the addition or deletion of beliefs during the process of reorganizing the framework theories in which the beliefs are embedded (Vosniadou, 2002; 2004), such as the belief that planet is a fixed, unchanging construct.”