The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Metarepresentation: Native Competence and Targets for Instruction
Abstract
The premise of this article is that the study of representation is valuable and important for mathematics and science students. Learning about representation should go beyond learning specific, sanctioned representations emphasized in standard curricula (graphs, tables, etc.) to include principles and design strategies that apply to any scientific representation, including novel variations and even completely new representations. The article explores what it means to understand representation, what we believe students already know about the topic, and what they can profitably learn about it. The discussion includes learning difficulties-goals for instruction that appear challenging for students and may need particular attention.
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Citations
Cites
The Structure of Scientific Revolutions
Kuhn, T. S., & Schlegel, R. (1963) · Physics Today · doi:10.1063/1.3050879 · Cited by 35,538
The visual display of quantitative information
(1985) · General Pharmacology: The Vascular System · doi:10.1016/0306-3623(85)90230-7 · Cited by 5,070
The Child's Conception of Space
Lawrence, E., Piaget, J., Inhelder, B., Langdon, F. J., & Lunzer, J. L. (1957) · British Journal of Educational Studies · doi:10.2307/3118882 · Cited by 3,213
Beyond modularity: a developmental perspective on cognitive science
(1993) · Choice Reviews Online · doi:10.5860/choice.30-5872 · Cited by 2,608
Beyond Modularity: A Developmental Perspective on Cognitive Science
Karmiloff-Smith, A. (1992) · The MIT Press eBooks · doi:10.7551/mitpress/1579.001.0001 · Cited by 1,989
Representation in Scientific Practice
Lynch, M., & Woolgar, S. (1990) · Oxford University Research Archive (ORA) (University of Oxford) · Cited by 1,797
(1989) · Choice Reviews Online · doi:10.5860/choice.26-5332 · Cited by 1,750
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
Self-citationKnowing when, where, and how to remember ; A problem of metacognition
Brown, A. L. (1978) · Medical Entomology and Zoology · Cited by 1,462
The functions of multiple representations
Ainsworth, S. (1999) · Computers & Education · doi:10.1016/s0360-1315(99)00029-9 · Cited by 1,122
Cited by
DeFT: A conceptual framework for considering learning with multiple representations
Ainsworth, S. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.03.001 · Cited by 1,673
Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013) · Education and Information Technologies · doi:10.1007/s10639-012-9240-x · Cited by 555
Cook, M. P. (2006) · Science Education · doi:10.1002/sce.20164 · Cited by 538
From Everyday to Scientific Observation: How Children Learn to Observe the Biologist’s World
Eberbach, C., & Crowley, K. (2009) · Review of Educational Research · doi:10.3102/0034654308325899 · Cited by 284
What Does Professional Digital Competence Mean in Teacher Education?
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014) · Nordic Journal of Digital Literacy · doi:10.18261/issn1891-943x-2014-04-04 · Cited by 209
Metadata
- Authors
- diSessa, A. A.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 2004-09
- Volume
- 22
- Issue
- 3
- Pages
- 293-331
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2082828284
- Cited by
- 543
- References
- 41
- FWCI
- 22.32
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
