Naive Physics Reasoning: A Commitment to Substance-Based Conceptions

By Miriam Reiner, J. Slotta, Michelene T. H. Chi, Lauren B. Resnick. 2000

371 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9a4d17d3aa4478689b3ba8ad79216f60896a971e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

When Are Tutorial Dialogues More Effective Than Reading? (2007, background): “It does not address the controversies surrounding their interrelationships and the cognitive processes involved in " removing " a misconception (Chi, Slotta, & de Leeuw, 1994; di Sessa, 1993; Ranney & Thagard, 1988; Reiner, Slotta, Chi, & Resnick, 2000; Slotta, Chi, & Joram, 1995).”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “13 (Sherin et al., 1993). In the studies reported by Sherin et al. (1993) and diSessa et al.”
Superstitious, magical, and paranormal beliefs: An integrative model (2007, background): “For example, many adults regard physical force as a material substance ( Reiner, Slotta, Chi, & Resnick, 2000 ), which it is not.”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, background): “For example, naive students often explain changes in the colour, smell, or temperature of a substance by reference to changes in the amount of a quasi‐material entity that is the carrier of the property (Reiner, Slotta, Chi, & Resnick, 2000 ; Sanmarti, Izquierdo, & Watson, 1995 ); many of them als”
The Case for Dynamic Models of Learners' Ontologies in Physics (2008, background): “The empirical evidence of categorization is in the verbal predicates used by research subjects (Reiner et al., 2000; Slotta & Chi, 2006; Slotta et al., 1995).”
Common sense clarified: The role of intuitive knowledge in physics problem solving (2006, background): “Similarly, if it is the case that there are fundamental ontological incapabilities between intuitive and expert physics, then learning physics should involve wholesale replacement of much of intuitive knowledge (Chi, 1992; Reiner, Slotta, Chi, & Resnick, 2001).”
Do Students Know What They Know and What They Don’t Know? Using a Four-Tier Diagnostic Test to Assess the Nature of Students’ Alternative Conceptions (2010, result): “Associating properties typical of objects to abstract entities, such as electricity and light, is an AC that has been reported in several studies ( Reiner et al. 2000 ).”
Sound Stuff? Naïve materialism in middle‐school students’ conceptions of sound (2006, methodology): “The present research aimed at showing the validity of the substance schema, as formulated by Reiner et al. (2000), with respect to the concept of sound. Our results show that the substance schema is indeed a useful framework applicable to sound and provides us with a way of understanding and conveyi”
Biases in intuitive reasoning and belief in complementary and alternative medicine (2011, background): “The bias is common especially in physics and several studies indicate that students often see processes such as energy, heat and electricity as material substances (a review: Reiner, Slotta, Chi, & Resnick, 2000 ).”