The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy
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Citations
Cites
A Theory of Cognitive Dissonance
Festinger, L. (1957) · doi:10.1515/9781503620766 · Cited by 24,241
Accommodation of a scientific conception: Toward a theory of conceptual change
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982) · Science Education · doi:10.1002/sce.3730660207 · Cited by 5,187
Part I: Cognitive development in children: Piaget development and learning
Piaget, J. (1964) · Journal of Research in Science Teaching · doi:10.1002/tea.3660020306 · Cited by 1,802
Learning as a generative process 1
Wittrock, M. C. (1974) · Educational Psychologist · doi:10.1080/00461527409529129 · Cited by 834
Cited by
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653139 · Cited by 3,594
Constructing Scientific Knowledge in the Classroom
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994) · Educational Researcher · doi:10.3102/0013189x023007005 · Cited by 2,016
REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728
Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393
A four‐category scheme for coding and assessing the level of reflection in written work
Kember, D., McKay, J., Sinclair, K., & Wong, F. K. Y. (2008) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930701293355 · Cited by 444
Transfer of learning: paradoxes for learners
Simons, P. R. J. (1999) · International Journal of Educational Research · doi:10.1016/s0883-0355(99)00025-7 · Cited by 93
Ausubel’s meaningful learning re-visited
Bryce, T. G. K., & Blown, E. J. (2024) · Current Psychology · doi:10.1007/s12144-023-04440-4 · Cited by 84
Adadan, E. (2013) · Research in Science Education · doi:10.1007/s11165-012-9299-9 · Cited by 62
Metadata
- Authors
- Nussbaum, J., & Novick, S.
- Venue
- Instructional Science
- Published
- 1982-12
- Volume
- 11
- Issue
- 3
- Pages
- 183-200
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W1964098420
- Cited by
- 517
- References
- 4
- FWCI
- 46.32
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
