On Cognitive Constraints and Learning Progressions: The case of “structure of matter”

By V. Talanquer. 2009

212 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e90cccce4905bb0df933adbb4965a9a2dbe5dd02

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The role of intuitive heuristics in students' thinking: Ranking chemical substances (2010, background): “…authors have detected a variety of implicit assumptions that children and students seem to have about the properties and behavior of entities and processes in the physical and the biological worlds (Baillargeon, 2008; diSessa, 1993; Inagaki & Hatano, 2006; Taber, 1998, 2003; Talanquer, 2006, 2009).”
Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength (2012, background): “organization of conceptual knowledge varies by individual and depends greatly on context (Maeyer & Talanquer, 2010; McClary & Talanquer, 2011a; Taber, 2008, 2009; Taber & Garcı́a-Franco, 2010; Talanquer, 2009).”
Implications of Complexity for Research on Learning Progressions (2015, background): “By necessity, the lower and upper anchors of the LP are more well-defined than the intermediate stages or pathways between the attractors (Talanquer, 2009), Sevian and Talanquer cite another LP design team, the Inquiry Project, as influential in their thinking (Wiser & Smith, 2008; Wiser, Smith,…”
The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “Researchers have documented AC relating to chemical bonds (Adadan, 2009; Talanquer 2009).”
Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective (2010, background): “…have focused on concepts that are interdisciplinary and foundational for a broad range of topics: atomicmolecular theory (Smith et al., 2006; Talanquer, 2009), evolution (Catley, Lehrer, & Reiser, 2005), environmental literacy (Anderson, 2008; Mohan, Chen, & Anderson, 2009), biodiversity…”
Rethinking chemistry: a learning progression on chemical thinking (2014, background): “Relevant research suggests that novice learners’ ideas and decisions about identity and category membership are constrained by the surface features and appearances of the systems of interest (Vosniadou and Ortony, 1989; Talanquer, 2009).”
Learning progressions and teaching sequences: a review and analysis (2011, background): “Talanquer (2009), in a thorough review of studies on students’ reasoning about ‘structure of matter’, develops a description focusing on cognitive constraints.”