Children's understanding of the earth in a multicultural community: mental models or fragments of knowledge?
By G. Nobes, D. Moore, Alan E. Martin, B. Clifford, G. Butterworth, Georgia Panagiotaki, Michael Siegal. 2003
88 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/c396f791d9c9883e6233477c3ec68e8d2830836a
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
- Bruce L. Sherin
- Stella Vosniadou
- Irini Skopeliti
- Victor R. Lee
- Kalliopi Ikospentaki
- Anthony Lelliott
- David M. Hammer
- Marissa Rollnick
In Education
- Stella Vosniadou
- Bruce L. Sherin
- Victor R. Lee
- Irini Skopeliti
- David M. Hammer
- Moshe Krakowski
- Kalliopi Ikospentaki
- Terrence Grant
Citations in the corpus
- Big Ideas: A review of astronomy education research 1974–2008 (2010, background): “Another study (Nobes et al, 2003 ) suggests that Vosniadou’s analysis is a “circular process” in which “there is a danger of ‘finding’ consistency—and … mental models—when in reality there is none” (p.”
- Modes of Knowing and Ways of Reasoning in Elementary Astronomy. (2004, background): “Additional cross-cultural studies confirmed both the persistence of presuppositions of flatness and support as well as the influence of culture on the development of children’s cosmological knowledge (e.g., Blown, 2001; Mali & Howe, 1979; Nussbaum, 1979; Nussbaum & Novak, 1976; Sadler, 1992; Sneid”
- The Cognitive-Situative Divide and the Problem of Conceptual Change (2007, background): “They claim that these difficulties disappear when thinking and reasoning is analyzed from a discursive point of view and as a tool-dependent activity (eg, Nobes et al. 2003 ; Nobes, Martin, & Panagiotaki, 2005 ; Schoultz, Saljo, & Wyndhamn, 2001 ).”
- Some Assembly Required: How Scientific Explanations Are Constructed during Clinical Interviews. (2012, methodology): “Recently, there have been a number of attempts to verifyVosniadou andBrewer’s results (e.g., Nobes et al., 2003; Schoultz, Säljö, & Wyndhamn, 2001; Siegal, Butterworth, & Newcombe, 2004).”
- The missing disciplinary substance of formative assessment (2011, background): “These authors have raised empirical and theoretical reasons to doubt the view of prior conceptions as obstacles to learning (Nobes et al., 2003; Smith, diSessa, & Rochelle, 1993; Taber, 2000), although this continues to be the subject of some debate.”