The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Model based learning as a key research area for science education
Abstract
A framework is presented for thinking about cognitive factors involved in model construction in the classroom that can help us organize the research problems in this area and the articles in this issue. The framework connects concepts such as: expert consensus model, target model, intermediate models, preconceptions, learning processes, and natural reasoning skills. By connecting and elaborating on these major areas, the articles in this issue have succeeded in moving us another step toward having a theory of conceptual change that can provide guidance to teachers in the form of instructional principles. Taken together, the articles remind us that individual cognition, while not the only factor in learning, is a central determining feature of learning. However, we must work to further develop the present partial theory of conceptual change to fill in the missing cognitive core of the present shell.
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Cites
Categorization and Representation of Physics Problems by Experts and Novices*
Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981) · Cognitive Science · doi:10.1207/s15516709cog0502_2 · Cited by 5,248
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
Nagel, E., & Hawkins, D. (1961) · American Journal of Physics · doi:10.1119/1.1937571 · Cited by 3,667
Advances in Instructional Psychology
(2019) · Routledge eBooks · doi:10.4324/9781315864341 · Cited by 2,532
Forbus, K. D. (1984) · Artificial Intelligence · doi:10.1016/0004-3702(84)90038-9 · Cited by 2,013
Explaining Science: A Cognitive Approach
Giere, R. N. (1988) · University of Chicago Press eBooks · doi:10.7208/chicago/9780226292038.001.0001 · Cited by 1,766
Models and Analogies in Science
Ardley, G. W. R., & Philosophical Studies, W. S. F. T. N. U. O. I. (1965) · Philosophical Studies · doi:10.5840/philstudies19651438 · Cited by 1,762
Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition
Smith III, J. P., diSessa, A. A., & Roschelle, J. (1994) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0302_1 · Cited by 1,700
Explaining Science: A Cognitive Approach.
Poland, J. S., Eckardt, B. V., & Giere, R. N. (1991) · The Philosophical Review · doi:10.2307/2185181 · Cited by 1,293
Handbook of research design in mathematics and science education
(2000) · Choice Reviews Online · doi:10.5860/choice.38-2281 · Cited by 1,122
Cited by
Goel, A. K., Rugaber, S., & Vattam, S. (2009) · Artificial Intelligence for Engineering Design, Analysis and Manufacturing · doi:10.1017/s0890060409000080 · Cited by 306
Creativity in Science Education: Perspectives and Challenges for Developing School Science
Kind, P. M., & Kind, V. (2007) · Studies in Science Education · doi:10.1080/03057260708560225 · Cited by 276
Systems Modelling and the Development of Coherent Understanding of Cell Biology
Verhoeff, R. P., Waarlo, A. J., & Boersma, K. T. (2008) · International Journal of Science Education · doi:10.1080/09500690701237780 · Cited by 176
Systems learning with a conceptual representation: a quasi-experimental study
Hmelo-Silver, C. E., Jordan, R., Eberbach, C., & Sinha, S. (2017) · Instructional Science · doi:10.1007/s11251-016-9392-y · Cited by 138
(2003) · Utrecht University Repository (Utrecht University) · Cited by 69
Metadata
- Authors
- Clement, J.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2000-09
- Volume
- 22
- Issue
- 9
- Pages
- 1041-1053
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2108222874
- Cited by
- 377
- References
- 25
- FWCI
- 31.26
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
