Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition

By P. Georghiades. 2000

249 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bfc1b1c2a016266d5c75cf96b28f3a55c91cf731

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

In Education

Citations in the corpus

How Development and Personality Influence Scientific Thought, Interest, and Achievement (2006, background): “A significant body of literature now exists demonstrating the effectiveness of teaching metacognitive skills in helping students to better understand mathematical and scientific concepts and, therefore, to think more scientifically (Despete, Roeyers, & Buysse, 2001; Georghiades, 2000; Glynn & Muth, ”
From the general to the situated: three decades of metacognition (2004, background): “Research by Georghiades: situated metacognition Georghiades (2000, 2001a) studied the effect of metacognition on prolonging the durability of children’s conceptions of school science and on enhancing their ability for contextual use of these conceptions.”
Socially Mediated Metacognition and Learning to Write. (2009, unknown): “…1998; Desoete, Roeyers, & Buysse, 2001; Hurme, Palonen, & Järvelä, 2006; Mevarech & Fridkin, 2006; Panaoura & Philippou, 2007); in science (Georghiades, 2000, 2004; Hennessey, 1999; Larkin, 2006; Rickey & Stacy, 2000; Thomas, 2003); and in literacy (Perry, Nordby, & VandeKamp, 2003;…”
Motivational Influences on Transfer (2006, background): “Transfer increases when students are aware of what they know and do not know, possess conditional knowledge of when and why to access certain knowledge, and apply metacognitive strategies (Alexander & Murphy, 1999; Bransford & Schwartz, 1999; Georghiades, 2000; Prawat, 1989; Renkl et al., 1996).”
Big Ideas: A review of astronomy education research 1974–2008 (2010, background): “we have identified, but we would contend that these should have the explicit aim of developing teaching–learning sequences (Méhaut, 2004), metacognitive learning (Flavell, 1976; Georghiades, 2000), or PCK in teachers (Loughran et al.”
The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning (2012, background): “Conceptual learning models also provide opportunities for the identification and resolution of alternative frameworks in science that may impede further development and growth in science (Georghiades 2000; Pine et al. 2001).”