Novice and expert teachers' conceptions of learners' prior knowledge

By Helen Meyer. 2004

163 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bfdada396b6be59b1d3ef5c3fb233afd3a4980d7

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

1. Julie Smithey
2. Elizabeth A. Davis
3. Susan Gomez-Zwiep
4. Brian J. Reiser
5. Cory T. Forbes
6. Vanessa Paz Dennen *
7. Sadhana Puntambekar
8. Susan M. Land

In Education

1. Julie Smithey
2. Elizabeth A. Davis
3. Susan Gomez-Zwiep
4. Brian J. Reiser
5. Cory T. Forbes
6. Vanessa Paz Dennen *
7. Sadhana Puntambekar
8. Elizabeth A. van Es

Citations in the corpus

• Beginning teachers moving toward effective elementary science teaching (2009, background): “Meyer (2004) found differences between how novice and expert teachers viewed students’ ideas.”
• Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education (2008, background): “Meyer (2004) also examined expert teachers and found that they have very complex conceptions of prior knowledge and made significant use of their students’ prior knowledge, such as misconceptions, in instruction.”
• Misconceptions about “misconceptions”: Preservice secondary science teachers' views on the value and role of student ideas (2012, unknown): “The following studies and reviews support the claim that despite preservice science teachers’ recognition of the importance of student ideas, they remain unsure of what to do with them or how to incorporate them into instruction (Davis, Petish, & Smithey, 2006; de Jong, Korthagen, & Wubbles, 1998; M”