Coherence versus fragmentation in the development of the concept of force

By Andrea A. diSessa, Nicole M. Gillespie, Jennifer B. Esterly. Cognitive Sciences, 2004

419 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e450ea5ef4deb4b3be4a5eeb36378b60e73fc728

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Citations in the corpus

An Overview of Conceptual Change Theories. (2007, methodology): “First we discuss a series of studies and replication studies by Ioannides and Vosniadou (2002), diSessa, Gillespie, and Esterly (2004), and Özdemir and Clark (in preparation).”
Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring (2006, background): “Anderson (1993) and Thagard (1992) provide relatively mechanical–mathematical examples, whereas Hunt and Minstrell (1994), diSessa et al. (2004), and Linn, Eylon, and Davis (2004) maintain organic perspectives that focus on a collection of elements, including, but not limited to, subconceptual…”
A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, background): “coherent mental structure remains the dominant paradigm for learner knowledge in the conceptual change literature (diSessa et al., 2004).”
An Integrated Systems Approach to Explanation-Based Conceptual Change (2010, methodology): “The psychological task of conceptual change is a radical restructuring of knowledge (Carey, 1988), whereby concepts are differentiated (Dykstra et al, 1992), recontextualized, respecified (diSessa et al, 2004), and ontologically reorganized.”
Some Assembly Required: How Scientific Explanations Are Constructed during Clinical Interviews. (2012, background): “We begin with some clarification of the coherence question. diSessa et al. (2004) have argued that the very notion of coherence, as it appears in the literature, is itself problematic.”
Representing, Running, and Revising Mental Models: A Computational Model (2018, background): “More generally, AC theory hypothesizes that fragmentation and coherence — which have historically been opposing perspectives (diSessa et al., 2004; Ioannides & Vosniadou, 2002) — are actually different sides of the same coin.”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “Such reasoning provided an opportunity to examine the conceptual underpinnings of what have been called fragmented (diSessa et al., 2004) or synthetic concepts (Vosniadou & Brewer, 1992), which may well be typical of the layperson’s understanding of most scientific topics.”
Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change (2010, background): “From within the conceptual change tradition the notion that student conceptions are stable, resolved entities akin to scientific conceptions has also come increasingly under attack; they have been shown to be dependent on context and on individual orientations (Tytler 1998; Tytler and Peterson 2004)”