The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Theories of Knowledge Restructuring in Development
Abstract
This paper reviews recent work on knowledge acquisition with a focus on knowledge restructuring. This work suggests that it may be possible to replace Piagetian theories of global restructuring with a more domain-specific approach. Some forms of learning may give rise to a weak restructuring involving the accumulation of new facts and the formation of new relations between existing concepts. Other forms of learning may involve a radical restructuring that includes a change in core concepts, a change in structure, and a change in the phenomena to be explained. The restructuring view raises important questions about the similarities and differences in the child’s and the scientist’s acquisition of knowledge, and about the role of prior knowledge in instruction. The domain of observational astronomy is used as an example of how these issues can be applied to study the child’s development of knowledge. Several mechanisms for knowledge restructuring are discussed and it is argued that these issues are crucial for a theory-based approach to the study of instruction.
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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
Falsification and the Methodology of Scientific Research Programmes
Lakatos, I. (1970) · Criticism and the Growth of Knowledge · doi:10.1017/cbo9781139171434.009 · Cited by 4,649
Chase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479 · cited 1×
“…such as physics (Chi, Glaser, & Rees, 1982; Clement, 1983; Larkin, McDermott, Simon, & Simon, 1981; McCloskey, Caramazza, & Green, 1980), chess (Chase & Simon, 1973a, 1973b), radiology (Lesgold, Feltovich, Glaser, & Wang, 1981), and the social sciences (Voss, Greene, Post, & Penner, 1983).”
The Essential Tension: Selected Studies in Scientific Tradition and Change
Kuhn, T. S. (1977) · doi:10.7208/chicago/9780226217239.001.0001 · Cited by 3,861
Schema induction and analogical transfer
Gick, M. L., & Holyoak, K. J. (1983) · Cognitive Psychology · doi:10.1016/0010-0285(83)90002-6 · Cited by 3,010 · cited 1×
“…is a powerful mechanism for theory construction in science (see Darden & Maull, 1977; Gentner, 1980; Hesse, 1966; Oppenheimer, 1956) but very difficult to achieve in experimental situations either with children (Vosniadou, Brown, & Bernstein, 1986) or with adults (Gick & Holyoak, 1980,1983).”
BackgroundGick, M. L., & Holyoak, K. J. (1980) · Cognitive Psychology · doi:10.1016/0010-0285(80)90013-4 · Cited by 2,552 · cited 1×
“…is a powerful mechanism for theory construction in science (see Darden & Maull, 1977; Gentner, 1980; Hesse, 1966; Oppenheimer, 1956) but very difficult to achieve in experimental situations either with children (Vosniadou, Brown, & Bernstein, 1986) or with adults (Gick & Holyoak, 1980,1983).”
BackgroundExplanation-Based Generalization: A Unifying View
Mitchell, T. M., Keller, R. M., & Kedar-Cabelli, S. T. (1986) · Machine Learning · doi:10.1023/a:1022691120807 · Cited by 1,382
Accretion, Tuning and Restructuring: Three Modes of Learning
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Cited by
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
Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393
Self-citationConceptual 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
Children and adults as intuitive scientists.
Kuhn, D. (1989) · Psychological Review · doi:10.1037/0033-295x.96.4.674 · Cited by 774
Smetana, L. K., & Bell, R. L. (2012) · International Journal of Science Education · doi:10.1080/09500693.2011.605182 · Cited by 702
Metadata
- Authors
- Vosniadou, S., & Brewer, W. F.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1987
- Volume
- 57
- Issue
- 1
- Pages
- 51
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2098133971
- Cited by
- 443
- References
- 8
- FWCI
- 86.12
- Type
- journal article
- Language
- en
- Open access
- closed
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