Epistemological resources for thought experimentation in science learning

By Miriam Reiner, J. Gilbert. 2000

146 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/89390bd35902200332c81094a38b03c0ab8504b3

How researchers see this paper

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

In Education

1. Keith Taber
2. R. Justi
3. J. Gilbert
4. Perry D. Klein
5. Jonathan Osborne
6. P. Kind
7. Kirk Dorion
8. Kendall Hartley

In Experimental and Cognitive Psychology

1. Perry D. Klein
2. Kirk Dorion
3. Keith Taber
4. P. Kind
5. J. Gilbert
6. Jonathan Osborne
7. R. Justi
8. Gregory Schraw

In Social Psychology

1. Perry D. Klein
2. Kirk Dorion
3. Keith Taber
4. Jonathan Osborne
5. P. Kind
6. Kendall Hartley
7. Kent J. Crippen
8. J. Gilbert

Citations in the corpus

• The Particulate Nature of Matter: Challenges in Understanding the Submicroscopic World (2002, unknown): “This powerful strategy for problem solving as a part of science learning has received recent attention by Reiner & Gilbert (2000) and Gilbert & Reiner (2000).”
• Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002, background): “As Reiner and Gilbert (2000) have commented, it is likely that scientists always mentally rehearse the design and conduct of empirical experimentation.”
• The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, methodology): “A perceptual simulation account dovetails well with Reiner and Gilbert’s ( 2000 ) theory of thought experimentation in science learning.”
• Science through Drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons (2009, background): “…form of spatial awareness that is now presented as embodied knowledge, consisting of “force sensations” (Bresler, 2004), and other internalised, non-propositional features that are claimed to occur in relation to experts’ visualisations of abstract concepts in science (Reiner & Gilbert, 2000).”
• Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure (2008, background): “(Reiner & Gilbert, 2000, p. 501) These p-prims identify phenomena as matching common general patterns, P-prims are rather small knowledge structures, typically involving configurations of only a few parts, that act largely by being recognised in a physical system or in the system’s behaviour or…”
• Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “…more likely to rely on textbooks and standardised curriculum, use conventional text, minimise field experiences, and limit the role of hypothesis testing and thought experiments (Bell & Linn, 2002; Elby & Hammer, 2001; Hogan, 2000; Neber & Schommer-Aikins, 2002; Reiner & Gilbert, 2000; Tsai, 2001).”
• Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2017, background): “Further arguments for the importance of epistemic knowledge are the findings of research (Reiner & Gilbert, 2000) that suggest that it also plays a crucial role in the production of new knowledge.”