Mental Models of the Earth: A Study of Conceptual Change in Childhood

By Stella Vosniadou, William F. Brewer. 1992

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Grounded Language Learning in a Simulated 3D World (2017, background): “…growth, the ability to learn from both rewarded interactions and predictions about the world, a natural tendency to generalise and re-use semantic knowledge, and improved outcomes when learning is moderated by curricula (Vosniadou and Brewer, 1992; Smith et al., 1996; Pinker, 1987, 2009).”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “When asked to draw what they think the world looks like, students sometimes draw something similar to a snow globe, with flat ground surrounded by a spherical sky (Vosniadou & Brewer, 1992).”
Conceptual Change and Education (2007, background): “Similar reorganizations of conceptual knowledge across early childhood years can be found amongst others in children’s theory of mind [Wellman, 1990], theory of matter [Smith, Carey, & Wiser, 1985], and in astronomy [Vosniadou & Brewer, 1992, 1994].”
Cognitive Processes in Comprehension of Science Texts : The Role of Co-Activation in Confronting Misconceptions (2008, background): “These models and explanations may rely on nai¨ve rather than scientifically informed beliefs, resulting in inaccurate knowledge structures (Nussbaum & Novak, 1976; Sneider & Poulos, 1983; Vosniadou & Brewer, 1992, 1994 ).”
Mental Models in Conceptual Development (2002, background): “The specific theory of the earth is constructed on the basis of children’s observations and cultural information they receive in their everyday life under the constrains of the framework theory of physics (Vosniadou, 1994; Vosniadou & Brewer, 1992 ).”
The Oxford handbook of thinking and reasoning (2012, background): “Such research ranges from studies of young children reasoning about the sun-moon-earth system (Vosniadou & Brewer, 1992) to college students reasoning about chemical equilibrium (Davenport, Yaron, Klahr, & Koedinger, 2008), to research that investigates collaborative problem solving by world-class…”
Extending the conceptual change approach to mathematics learning and teaching (2004, background): “A common type of misconception is caused when the new information is added to the incompatible knowledge base, producing synthetic models, like ‘‘the hollow sphere’’ (Vosniadou & Brewer, 1992), or the belief that fractions are always smaller than the unit (Stafylidou & Vosniadou, 2004).”
Teaching Future Teachers Basic Astronomy Concepts--Seasonal Changes--at a Time of Reform in Science Education. (2006, background): “…than those of elementary school students, which have been researched extensively during the last 30 years (e.g., Baxter, 1989; Jones, Lynch, & Reesink, 1987; Klein, 1982; Nussbaum, 1979; Nussbaum & Novak, 1976; Sharp, 1996; Sneider & Pulos, 1983; Vosniadou, 1992; Vosniadou & Brewer, 1992, 1994).”
The development of students’ understanding of the numerical value of fractions (2004, background): “Vosniadou & Brewer, 1992, 1994 ) have argued that the information that the earth is a sphere rotating around its axis and revolving around the sun in a heliocentric solar system is very different from young children’s initial understanding of the earthas a flat motionless, ph ysical object supported”
Science Education as Conceptual Change (2000, background): “Acquiring the concept of celestial body supports conceptual change in the concept of the earth (see Vosniadu & Brewer, 1992 ).”
Concepts and Categories (2005, methodology): “E-mail: tkoschmann@siumed.edu critical analysis of the models of concept acquisition presented in the two texts.1 Vosniadou is well known to this readership for her empirical work related to children’s conceptual change (cf. Vosniadou & Brewer, 1992, 1994).”