Effectiveness of holistic mental model confrontation in driving conceptual change
By Soniya Gadgil, Timothy J. Nokes-Malach, Michelene T. H. Chi. 2012
177 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/a478bc89bb806c11ba7c763e9eebb3c44ccc7014
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Benefits of group learning depend upon a variety of factors, such as task complexity, prior expertise, and individuals’ contributions to the group (Gadgil et al. 2012; Kirschner et al. 2009; Meade et al. 2009) and are worthy of further exploration in the flipped classroom.”
- How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Studies show that higher-order assessments of complex knowledge are more sensitive to students’ conceptual learning gains than assessments of simple knowledge (Gadgil et al. 2012; Leutner and Schmeck 2014; Van Meter et al. 2006).”
- Inducing Self-Explanation: a Meta-Analysis (2018, unknown): “& Participants were provided with neutral prompts if they remained quiet (Gadgil et al. 2012).”