Conceptual Revolutions
Integrity signals
Registry
Cites
Statistics
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?
The history of science suggests that theory change often requires a series of empirical anomalies, which collectively appear to be better explained by an alternate theory.
“The history of science suggests that theory change often requires a series of empirical anomalies, which collectively appear to be better explained by an alternate theory (T.Kuhn, 1962;Thagard, 1992).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Thagard, 1992
Thagard (1992) concludes that for most scientific revolutions, explanatory breadth of the new theory is the largest contributor to explanatory coherence.
“He (Thagard, 1992) concludes that “for most revolutions, the explanatory breadth of the new theory--how much it explains--is the largest contributor to explanatory coherence” (p.248).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Thagard, 1992
Cited by
Sorted by citations
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993) · Review of Educational Research · doi:10.3102/00346543063002167 · Cited by 2,222 · see citing works
Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393 · see citing works
Conceptual change: A powerful framework for improving science teaching and learning
Duit, R., & Treagust, D. F. (2003) · International Journal of Science Education · doi:10.1080/09500690305016 · Cited by 1,293 · see citing works
Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals
Duschl, R. A. (2008) · Review of Research in Education · doi:10.3102/0091732x07309371 · Cited by 1,078 · see citing works
What changes in conceptual change?
diSessa, A. A., & Sherin, B. L. (1998) · International Journal of Science Education · doi:10.1080/0950069980201002 · Cited by 690 · see citing works
Sociocognitive Dynamics in a Product Market
Rosa, J. A., Porac, J. F., Runser-Spanjol, J., & Saxon, M. S. (1999) · Journal of Marketing · doi:10.1177/00222429990634s108 · Cited by 589 · see citing works
Explaining Away: A Model of Affective Adaptation
Wilson, T. D., & Gilbert, D. T. (2008) · Perspectives on Psychological Science · doi:10.1111/j.1745-6924.2008.00085.x · Cited by 500 · see citing works
Taber, K. S. (2013) · Chemistry Education Research and Practice · doi:10.1039/c3rp00012e · Cited by 479 · see citing works
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009) · Journal of the Learning Sciences · doi:10.1080/10508400802581676 · Cited by 447 · see citing works
Tynjälä, P. (1999) · International Journal of Educational Research · doi:10.1016/s0883-0355(99)00012-9 · Cited by 438 · see citing works
BIASES IN THE INTERPRETATION AND USE OF RESEARCH RESULTS
MacCoun, R. J. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.259 · Cited by 419 · see citing works
Simonton, D. K. (2004) · Cambridge University Press eBooks · doi:10.1017/cbo9781139165358 · Cited by 428 · see citing works
Theory Construction Methodology: A Practical Framework for Building Theories in Psychology
Borsboom, D., van der Maas, H. L. J., Dalege, J., Kievit, R., & Haig, B. D. (2021) · Perspectives on Psychological Science · doi:10.1177/1745691620969647 · Cited by 384 · see citing works
Model based learning as a key research area for science education
Clement, J. J. (2000) · International Journal of Science Education · doi:10.1080/095006900416901 · Cited by 375 · see citing works
Learning progressions and teaching sequences: a review and analysis
Duschl, R. A., Seungho, M., & Sezen‐Barrie, A. (2011) · Studies in Science Education · doi:10.1080/03057267.2011.604476 · Cited by 379 · see citing works
Two Views About Explicitly Teaching Nature of Science
Duschl, R. A., & Grandy, R. E. (2012) · Science & Education · doi:10.1007/s11191-012-9539-4 · Cited by 375 · see citing works
Banet, E., & Fernández, G. E. A. (2000) · Science Education · doi:10.1002/(sici)1098-237x(200005)84:3 · Cited by 141 · see citing works
An Abductive Theory of Scientific Method.
Haig, B. D. (2005) · Psychological Methods · doi:10.1037/1082-989x.10.4.371 · Cited by 347 · see citing works
Schurz, G. (2007) · Synthese · doi:10.1007/s11229-007-9223-4 · Cited by 350 · see citing works
Treagust, D. F., & Duit, R. H. (2008) · Cultural Studies of Science Education · doi:10.1007/s11422-008-9090-4 · Cited by 336 · see citing works
The cognitive basis of model-based reasoning in science
Nersessian, N. J. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613517.008 · Cited by 316 · see citing works
Read, S. J., Vanman, E. J., & Miller, L. C. (1997) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0101_3 · Cited by 283 · see citing works
The Cognitive Basis of Science
Carruthers, P., Stich, S., & Siegal, M. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613517 · Cited by 287 · see citing works
Coherence versus fragmentation in the development of the concept of force
diSessa, A. A., Gillespie, N. M., & Esterly, J. (2004) · Cognitive Science · doi:10.1207/s15516709cog2806_1 · Cited by 278 · see citing works
An Overview of Conceptual Change Theories
Özdemir, G., & Clark, D. B. (2007) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/75414 · Cited by 282 · see citing works
A model of legal reasoning with cases incorporating theories and values
Bench-Capon, T. J. M., & Sartor, G. (2003) · Artificial Intelligence · doi:10.1016/s0004-3702(03)00108-5 · Cited by 259 · see citing works
Analogical Reasoning and Conceptual Change: A Case Study of Johannes Kepler
Gentner, D., Brem, S. K., Ferguson, R. W., Markman, A. B., Levidow, B. B., Wolff, P., & Forbus, K. D. (1997) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0601_2 · Cited by 253 · see citing works
Teaching for Conceptual Change
Hewson, P. W., Beeth, M. E., & Thorley, N. (1998) · Springer eBooks · doi:10.1007/978-94-011-4940-2_13 · Cited by 255 · see citing works
Building Theories in Software Engineering
Sjøberg, D. I. K., Dybå, T., Anda, B., & Hannay, J. E. (2007) · Springer eBooks · doi:10.1007/978-1-84800-044-5_12 · Cited by 244 · see citing works
Citation analysis: A social and dynamic approach to knowledge organization
Hjørland, B. (2013) · Information Processing & Management · doi:10.1016/j.ipm.2013.07.001 · Cited by 244 · see citing works
Mackie, G. L. (2003) · Cambridge University Press eBooks · doi:10.1017/cbo9780511490293 · Cited by 240 · see citing works
Chen, C. (2020) · Frontiers in Research Metrics and Analytics · doi:10.3389/frma.2020.607286 · Cited by 242 · see citing works
Gentner, D., & Smith, L. A. (2012) · Elsevier eBooks · doi:10.1016/b978-0-12-375000-6.00022-7 · Cited by 227 · see citing works
Giere, R. N., & Moffatt, B. (2003) · Social Studies of Science · doi:10.1177/03063127030332017 · Cited by 216 · see citing works
Explanatory Pluralism and Heuristic Identity Theory
McCauley, R. N., & Bechtel, W. (2001) · Theory & Psychology · doi:10.1177/0959354301116002 · Cited by 215 · see citing works
Exploratory Factor Analysis, Theory Generation, and Scientific Method
Haig, B. D. (2005) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr4003_2 · Cited by 206 · see citing works
Abductive Reasoning: Logic, Visual Thinking, and Coherence
Thagard, P. R., & Shelley, C. (1997) · Springer eBooks · doi:10.1007/978-94-017-0487-8_22 · Cited by 198 · see citing works
Self-citationStructural Dynamics of Cognition: From Consistency Theories to Constraint Satisfaction
Simon, D., & Holyoak, K. J. (2002) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0604_03 · Cited by 195 · see citing works
Coherence, Truth, and the Development of Scientific Knowledge
Thagard, P. R. (2007) · Philosophy of Science · doi:10.1086/520941 · Cited by 194 · see citing works
Self-citationThe nature of science: A perspective from the philosophy of science
Eflin, J., Glennan, S. S., & Reisch, G. A. (1999) · Journal of Research in Science Teaching · doi:10.1002/(sici)1098-2736(199901)36:1 · Cited by 200 · see citing works
Reasoning From Inconsistency to Consistency.
Johnson-Laird, P. N., Girotto, V., & Legrenzi, P. (2004) · Psychological Review · doi:10.1037/0033-295x.111.3.640 · Cited by 185 · see citing works
Understanding as representation manipulability
Wilkenfeld, D. A. (2011) · Synthese · doi:10.1007/s11229-011-0055-x · Cited by 181 · see citing works
Scientific cognition as distributed cognition
Giere, R. N. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613517.016 · Cited by 182 · see citing works
Why “Conceptual Ecology” is a Good Idea
diSessa, A. A. (2006) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47637-1_2 · Cited by 178 · see citing works
Zhao, E. Y., Ishihara, M., Jennings, P. D., & Lounsbury, M. D. (2018) · Organization Science · doi:10.1287/orsc.2017.1194 · Cited by 174 · see citing works
Scientific Thinking and Reasoning
Dunbar, K. N., & Klahr, D. (2012) · The Oxford Handbook of Thinking and Reasoning · doi:10.1093/oxfordhb/9780199734689.013.0035 · Cited by 173 · see citing works
Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure
Taber, K. S. (2000) · International Journal of Science Education · doi:10.1080/095006900289813 · Cited by 173 · see citing works
Yu, L., & Nickerson, J. V. (2011) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/1978942.1979147 · Cited by 169 · see citing works
A theoretical note on concepts and the need for Cyclic Concept Maps
SAFAYENI, F. R., Derbentseva, N., & Cañas, A. J. (2005) · Journal of Research in Science Teaching · doi:10.1002/tea.20074 · Cited by 171 · see citing works
Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas
Taber, K. S. (2004) · Science Education · doi:10.1002/sce.20038 · Cited by 167 · see citing works
Models of Data: A Theory of How People Evaluate Data
Chinn, C. A., & Brewer, W. F. (2001) · Cognition and Instruction · doi:10.1207/s1532690xci1903_3 · Cited by 166 · see citing works
Beyond Constructivism: the Progressive Research Programme into Learning Science
Taber, K. S. (2006) · Studies in Science Education · doi:10.1080/03057260608560222 · Cited by 155 · see citing works
Clark, D. B. (2006) · Cognition and Instruction · doi:10.1207/s1532690xci2404_3 · Cited by 154 · see citing works
The third contender: A critical examination of the Dynamicist theory of cognition
Eliasmith, C. (1996) · Philosophical Psychology · doi:10.1080/09515089608573194 · Cited by 148 · see citing works
Why wasn't O.J. convicted? Emotional coherence in legal inference
Thagard, P. R. (2003) · Cognition & Emotion · doi:10.1080/0269993024400002 · Cited by 149 · see citing works
Self-citationMental models of the earth, sun, and moon: Indian children's cosmologies
Samarapungavan, A., Vosniadou, S., & Brewer, W. F. (1996) · Cognitive Development · doi:10.1016/s0885-2014(96)90015-5 · Cited by 148 · see citing works
Nonintentional analogical inference in text comprehension
Day, S. B., & Gentner, D. (2007) · Memory & Cognition · doi:10.3758/bf03195940 · Cited by 147 · see citing works
CAUSAL INFERENCE IN LEGAL DECISION MAKING: EXPLANATORY COHERENCE VS. BAYESIAN NETWORKS
Thagard, P. R. (2004) · Applied Artificial Intelligence · doi:10.1080/08839510490279861 · Cited by 147 · see citing works
Self-citationChiu, M., & Lin, J. (2005) · Journal of Research in Science Teaching · doi:10.1002/tea.20062 · Cited by 148 · see citing works
Tytler, R. (2000) · International Journal of Science Education · doi:10.1080/095006900289723 · Cited by 143 · see citing works
Resubsumption: A Possible Mechanism for Conceptual Change and Belief Revision
Ohlsson, S. (2009) · Educational Psychologist · doi:10.1080/00461520802616267 · Cited by 137 · see citing works
CONSTRUCTIVISM AND EDUCATION: MISUNDERSTANDINGS AND PEDAGOGICAL IMPLICATIONS
Hyslop-Margison, E. J., & Ströbel, J. (2007) · The Teacher Educator · doi:10.1080/08878730701728945 · Cited by 136 · see citing works
Explanation in Scientists and Children
Brewer, W. F., Chinn, C. A., & Samarapungavan, A. (1998) · Minds and Machines · doi:10.1023/a:1008242619231 · Cited by 132 · see citing works
Inaugurating Understanding or Repackaging Explanation?
Khalifa, K. (2012) · Philosophy of Science · doi:10.1086/663235 · Cited by 131 · see citing works
The Interrogative Model of Inquiry and Computer-Supported Collaborative Learning
Hakkarainen, K., & Sintonen, M. (2002) · Science & Education · doi:10.1023/a:1013076706416 · Cited by 132 · see citing works
Vittersø, J., & Nilsen, F. (2002) · Social Indicators Research · doi:10.1023/a:1013831602280 · Cited by 125 · see citing works
A Review of Solution Chemistry Studies: Insights into Students’ Conceptions
�al�k, M., Ayas, A., & Ebenezer, J. (2005) · Journal of Science Education and Technology · doi:10.1007/s10956-005-2732-3 · Cited by 124 · see citing works
Vittersø, J., Biswas‐Diener, R., & Diener, E. (2005) · Social Indicators Research · doi:10.1007/s11205-004-4644-7 · Cited by 124 · see citing works
Picturing knowledge: historical and philosophical problems concerning the use of art in science
Baigrie, B. S. (1997) · Choice Reviews Online · doi:10.5860/choice.34-3280 · Cited by 122 · see citing works
Taber, K. S. (2001) · International Journal of Science Education · doi:10.1080/09500690010006572 · Cited by 122 · see citing works
Kampourakis, K., & Zogza, V. (2008) · Science & Education · doi:10.1007/s11191-008-9171-5 · Cited by 119 · see citing works
Measuring the Intentional World
Trout, J. D. (1998) · doi:10.1093/0195107667.001.0001 · Cited by 120 · see citing works
Model building for conceptual change
Jonassen, D., Strobel, J., & Gottdenker, J. (2005) · Interactive Learning Environments · doi:10.1080/10494820500173292 · Cited by 140 · see citing works
Bayesianism and Inference to the Best Explanation
Henderson, L. (2013) · The British Journal for the Philosophy of Science · doi:10.1093/bjps/axt020 · Cited by 114 · see citing works
Tümay, H. (2016) · Chemistry Education Research and Practice · doi:10.1039/c6rp00008h · Cited by 112 · see citing works
The passionate scientist: emotion in scientific cognition
Thagard, P. R. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613517.013 · Cited by 111 · see citing works
Self-citationThe Challenge of Big Data and Data Science
Brady, H. E. (2019) · Annual review of political science (Palo Alto, Calif. Print) · doi:10.1146/annurev-polisci-090216-023229 · Cited by 84 · see citing works
Step-Wise Evolution of Mental Models of Electric C ircuits: A "Learning-Aloud" Case Study
Clement, J. J., & Steinberg, M. S. (2002) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1104_1 · Cited by 111 · see citing works
Zembylas, M. (2005) · Studies in Science Education · doi:10.1080/03057260508560215 · Cited by 110 · see citing works
Simonton, D. K. (2004) · Review of General Psychology · doi:10.1037/1089-2680.8.1.59 · Cited by 107 · see citing works
Cooperative learning instruction for conceptual change in the concepts of chemical kinetics
Kırık, Ö. T., & Boz, Y. (2012) · Chemistry Education Research and Practice · doi:10.1039/c1rp90072b · Cited by 110 · see citing works
Taber, K. S. (2001) · Educational Studies · doi:10.1080/03055690120050392 · Cited by 105 · see citing works
The Oxford Handbook of Rationality
Rawling, P., & Mele, A. R. (2004) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195145397.001.0001 · Cited by 306 · see citing works
Explaining Disease: Correlations, Causes, and Mechanisms
Thagard, P. R. (1998) · Minds and Machines · doi:10.1023/a:1008286314688 · Cited by 99 · see citing works
Self-citationGetting to Darwin: Obstacles to Accepting Evolution by Natural Selection
Thagard, P. R., & Findlay, S. D. (2009) · Science & Education · doi:10.1007/s11191-009-9204-8 · Cited by 97 · see citing works
Self-citationPerspectives on Conceptual Change
(2013) · Routledge eBooks · doi:10.4324/9781315045108 · Cited by 98 · see citing works
Consciousness, Concepts and Natural Kinds
Bayne, T., & Shea, N. J. (2020) · Philosophical Topics · doi:10.5840/philtopics20204814 · Cited by 96 · see citing works
AI Extenders: The Ethical and Societal Implications of Humans Cognitively Extended by AI
Hernández-Orallo, J., & Vold, K. (2019) · Proceedings of the 2019 AAAI/ACM Conference on AI, Ethics, and Society · doi:10.1145/3306618.3314238 · Cited by 99 · see citing works
On the Role of Concepts in Learning and Instructional Design
Jonassen, D. H. (2006) · Educational Technology Research and Development · doi:10.1007/s11423-006-8253-9 · Cited by 95 · see citing works
Précis ofThe creative mind: Myths and mechanisms
Boden, M. A. (1994) · Behavioral and Brain Sciences · doi:10.1017/s0140525x0003569x · Cited by 94 · see citing works
Pathways to Biomedical Discovery
Thagard, P. R. (2003) · Philosophy of Science · doi:10.1086/375465 · Cited by 93 · see citing works
Self-citationRapist or "Regular Guy": Explanatory Coherence in the Construction of Mental Models of Others
Read, S. J., & Miller, L. C. (1993) · Personality and Social Psychology Bulletin · doi:10.1177/0146167293195005 · Cited by 93 · see citing works
Çoştu, B., Ayas, A., & Níaz, M. (2011) · Instructional Science · doi:10.1007/s11251-011-9169-2 · Cited by 97 · see citing works
Analogy in Scientific Discovery: The Case of Johannes Kepler
Gentner, D. (2002) · Springer eBooks · doi:10.1007/978-1-4615-0605-8_2 · Cited by 93 · see citing works
Havu‐Nuutinen, S. (2005) · International Journal of Science Education · doi:10.1080/0950069042000243736 · Cited by 93 · see citing works
Towards a Curricular Model of the Nature of Science
Taber, K. S. (2006) · Science & Education · doi:10.1007/s11191-006-9056-4 · Cited by 89 · see citing works
Stanovich, K. E. (2003) · Cambridge University Press eBooks · doi:10.1017/cbo9780511615771.011 · Cited by 88 · see citing works
Studying the evolution and enhancement of software features
Hsi, & Potts (2000) · Proceedings International Conference on Software Maintenance ICSM-94 · doi:10.1109/icsm.2000.883033 · Cited by 90 · see citing works
Software Evolution and Software Evolution Processes
Lehman, M., & Ramil, J. (2002) · Annals of Software Engineering · doi:10.1023/a:1020557525901 · Cited by 91 · see citing works
Taber, K. S. (2008) · International Journal of Science Education · doi:10.1080/09500690701485082 · Cited by 88 · see citing works
- Authors
- Thagard, P.
- Corresponding author
- Thagard, Paul
- ORCID
- Thagard, Paul
- Venue
- Princeton University Press eBooks
- Publisher
- Princeton University Press
- Published
- 1992-12-31
- OpenAlex
- W4235165656
- Cited by
- 1,066
- References
- 0
- Citations by year
- 2026: 42 · 2025: 41 · 2024: 17 · 2023: 30 · 2022: 29 · 2021: 30 · 2020: 35 · 2019: 65 · 2018: 30 · 2017: 42 · 2016: 24 · 2015: 24 · 2014: 26 · 2013: 39 · 2012: 31
- FWCI
- 51.79
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Princeton University Press eBooks (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- CERN Document Server (European Organization for Nuclear Research) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy and History of Science
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy, Science, and History
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Diverse Historical and Scientific Studies
- Keywords
- conceptual revolutions, conceptual change, scientific revolution, philosophy of science
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