Designing learning environments to promote conceptual change in science

By Stella Vosniadou, Christos Ioannides, Aggeliki Dimitrakopoulou, Efi Papademetriou. 2001

541 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e2bea4532f2826e951e9322fde9d8d7f3987e820

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking." (2006, background): “This pattern of reoccurring misconceptions is commonly found in research on conceptual change, indicating that previously adopted explanations were not well integrated into existing conceptual frameworks (e.g., Vosniadou et al., 2001).”
Constituting the workplace curriculum (2006, background): “Moreover, the focus on learning rather than teaching has been widely adopted in models of instruction premised on constructivist principles (Vosniadou et al. 2002).”
Intuitive Interference in Probabilistic Reasoning (2006, background): “These attempts are motivated by the belief that understanding students_ ways of thinking is essential for designing ways to overcome their difficulties, leading to better instruction (e.g., Vosniadou, Ioannides, Dimitrakopoulou & Papademetriou, 2001 ).”
Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, methodology): “For example, the Vosniadou et al. (2001) study of force and energy, discussed earlier, was able to provide extraordinary resources and classroom assistance to the experimental classes over a 3-week period.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “(3) SRL can also be supported by providing cooperative learning environments that stimulate students to exchange about different perspectives toward the learning content (Vosniadou et al. 2001); for example, Jigsaw (Aronson 1978), or Student TeamsAchievement Divisions (STAD; Slavin 1995).”
Remedying secondary school students' illusion of linearity: A teaching experiment (2004, methodology): “This priorknowledge base interacts withnew information students are confronted with . Especially, when that knowledge base is incompatible with new learning contents, classroom learning requires a significant reorganization of students’ existing knowledge base, which is called conceptual change (Mas”