The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Science learning as a conceptual and methodological change
Abstract
Research on pupils’ preconceptions‐particularly in the field of mechanics‐has led to proposals that science teaching should be based on conceptual change strategies. Nevertheless, reservations about this approach have very recently been expressed in two directions, by (1) arguing against the existence of pupils’ alternative frameworks, and (2) suggesting that many intuitive ideas are innate. The inconsistency of both points of view is presented and the need to transform the conceptual change model into a model comprising conceptual and methodological change is argued.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“A large body of developmental research indicates that children (and even many adults) are deficient in their understanding of such methodological matters as controlled experimentation and the interpretation of covariation information (e.g., Gil & Carrascosa, 1985;Kuhn, 1989;Kuhn et al., 1988;Schauble, 1990;Shaklee & Elek, 1988;Shaklee & Goldston, 1989).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Gil & Carrascosa, 1985
Citations
Cites
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
Learning science: A generative process
Osborne, R. J., & Wittrock, M. C. (1983) · Science Education · doi:10.1002/sce.3730670406 · Cited by 697
Hewson, M. G., & Hewson, P. W. (1983) · Journal of Research in Science Teaching · doi:10.1002/tea.3660200804 · Cited by 416
Introduction à l'Epistémologie génétique
Piaget, J. (1951) · Cited by 169
Student conceptions of simple circuits
Fredette, N. H., & Lochhead, J. V. S. (1980) · The Physics Teacher · doi:10.1119/1.2340470 · Cited by 155
A model for problem‐solving in accordance with scientific methodology
Pérez, D. G., & Torregrosa, J. M. (1983) · European Journal of Science Education · doi:10.1080/0140528830050408 · Cited by 122
Piaget, J. (1969) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 108
Tres paradigmas básicos en la enseñanza de las ciencias
Pérez, D. G. (2006) · Enseñanza de las Ciencias Revista de investigación y experiencias didácticas · doi:10.5565/rev/ensciencias.5408 · Cited by 93
Piaget, J. (1970) · Medical Entomology and Zoology · Cited by 80
Alternative frameworks: Interpretation of evidence
McClelland, J. A. G. (1984) · European Journal of Science Education · doi:10.1080/0140528840060102 · Cited by 58
Analysis of the current problems with school science in the United States of America
Yager, R. E., & Penick, J. E. (1983) · European Journal of Science Education · doi:10.1080/0140528830050410 · Cited by 29
Intuitive science: Learned or triggered?
Preece, P. F. W. (1984) · European Journal of Science Education · doi:10.1080/0140528840060103 · Cited by 28
Giordan, A. (1978) · Revue française de pédagogie · doi:10.3406/rfp.1978.1678 · Cited by 22
A question of balance: A wholistic view of scientific inquiry
Rachelson, S. E. (1977) · Science Education · doi:10.1002/sce.3730610113 · Cited by 20
Research works printed but not linked: 8
- Carrascosa J., 1984, Primeras Jornadas de. Investigación Didáctica en Física y Química, 268
- Carrascosa J., 1984, Primeras Jornadas de Investigation Didáctica en Fisica y Química, 277
- Driver, R. Cognitive psychology and pupils’ frameworks in mechanics.Proceedings of the GIREP Congress 1984. Utrecht. pp.171–198.
- Furio C., 1983, Quels Types de Recherche pour Rénover l'Education en Sciences Experimentales?
- Gil D., 1983, Enseñanza de las Ciencias, 1, 26
- Gil D., 1984, Research on Physics Education
- Gil D., 1984, Primeras Jornadas de Investigation Diddctica en Física y Química, 199
- Gil D., 1984, Primeras Jornadas de Investigation Diddctica en Fisica y Química, 207
Cited by
Sorted by citations
Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393
Laboratory work as scientific method: three decades of confusion and distortion
Hodson, D. (1996) · Journal of Curriculum Studies · doi:10.1080/0022027980280201 · Cited by 321
The conditions of conceptual change in the classroom
Hewson, P. W., & Thorley, N. R. (1989) · International Journal of Science Education · doi:10.1080/0950069890110506 · Cited by 312
Journal of Institutional Research
Idrus, N. (2006) · Cited by 293
Teaching of Energy Issues: A Debate Proposal for a Global Reorientation
Blanco, J. L. D., Gil‐Pérez, D., Gras-Martí, A., Guisasola, J., Torregrosa, J. M., Salinas, J., Trumper, R., Valdés-Badilla, P. A., & Vilches, A. (2006) · Science & Education · doi:10.1007/s11191-005-5036-3 · Cited by 123
Metadata
- Authors
- Perez, D. G., & Alis, J. C.
- Venue
- European Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 1985-07
- Volume
- 7
- Issue
- 3
- Pages
- 231-236
- ISSN
- 0140-5284 (ISSN-L)
- OpenAlex
- W2023620452
- Cited by
- 141
- References
- 14
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2022: 2 · 2021: 1 · 2020: 2 · 2019: 1 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 1 · 2014: 1 · 2013: 3 · 2012: 1
- FWCI
- 14.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Journal of Science Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- conceptual change, methodological change, alternative frameworks, innate ideas, mechanics, science education, conceptual change model
About these checks
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
