A typology of causal models for plate tectonics: Inferential power and barriers to understanding

By Janice D. Gobert. 2000

172 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a79902fa2ec9d477be2f1abfd63aecc09b0a3978

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry (2011, background): “Gobert, 2000 ; Gobert & Clement, 1999 ; Larkin & Simon, 1987 ; Lowe, 1993 ), model‐based learning (Gobert & Buckley, 2000 ), and students’ learning difficulties with models (Lowe, 1989 ) to inform our scaffolding design; thus, in summary our scaffolding was designed to support students’ progre”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “For example, Britt, Perfetti, Van Dyke, and Gabrys (2000) developed the Sourcer’s Apprentice environment to support student learning from multiple sources in history.”
Research Article Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems (2012, background): “…suggests that effective science learners also form, use, evaluate, and revise their mental models of phenomena in a recursive process that results in more complete, accurate, and useful mental models of a science system (Buckley, 2000; Gobert, 2000; Gobert & Buckley, 2000; Gobert & Clement, 1999).”
Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002, background): “Although the importance of such codes has been recognized (Gilbert et al. 1998; Gobert 2000; Harrison and Treagust 2000) they do not seem to have been worked out in any detail for the different modes.”
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners (2012, methodology): “students’ conceptions of causes of volcanoes (Gobert, 2000; Hemmerich & Wiley, 2002) and information available from several sources: the U.”
Learners' mental models of metallic bonding: A cross‐age study (2003, background): “…acquisition of content knowledge as reported in Borges and Gilbert study of learners, teachers, and engineers’ knowledge of electricity and models of electricity (Borges & Gilbert, 1999), and in Gobert’s study of learners’ understanding of plate tectonics in earth sciences (Gobert, 2000).”
Spatial Ability and Earth Science Conceptual Understanding (2005, background): “, 1993), geologic distances (Gobert and Clement,1999; Gobert, 2000), sizes of scientific objects (Tretter and James, 2003), and time (Friedman, 2000, Dodick and Orion, 2003).”
Fostering Students' Epistemologies of Models via Authentic Model-Based Tasks (2004, background): “…misconceptions of plate tectonics of both the inside structure of the earth and of the causal mechanisms underlying plate-tectonic-related phenomena (Gobert and Clement, 1999; Gobert, 2000), and findings about students’ knowledge integration difficulties in this domain (Gobert and Clement, 1994).”
Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs (2004, background): “We have gained some understanding of how students learn to make connections between ideas in areas such as Newtonian Mechanics, heat and temperature, and plate techtonics, but our knowledge remains tentative (diSessa 1988, Gobert 2000, Linn and Hsi 2000).”
Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory (2005, background): “, Happs, 1984; Marques and Thompson, 1997; Trend, 2000; Dodick and Orion, 2003), with those of American students focusing primarily on pre-college populations (Schoon, 1992; Gobert and Clement, 1999; Gobert, 2000).”
What Teachers of Science Need to Know about Models: An overview (2011, methodology): “…researchers emphasise that if students are allowed to build their own mental representations and present them publicly, it can result in better understanding of the targeted phenomena and processes (Ainsworth, 2008; Gobert, 2000; Michalchik, Rosenquist, Kozma, Kreikemeier, & Schank, 2008).”
Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom (2004, background): “There is substantial evidence that children learn and use models from an early age (Borges & Gilbert, 1999; Gobert, 2000; Greca & Moreira, 2000; Schauble et al., 1991; Scott, Driver, Leach & Millar, 1993).”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “Sometimes, such ‘deeperlevel’ type probes incorporated more specific think-aloud tasks (e.g., Bowen, 1994; Lewalter, 2003), in which students were induced to generate their own diagrams (e.g., Glynn, 1997) when interpreting an ER.”