The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Knowledge in pieces
Abstract
Knowledge in Pieces (KiP) is a distinctive epistemological perspective on conceptual change, employing a “modeling” approach. Its theory consists mainly of several detailed and empirically consequential models of different kinds of knowledge, including both intuitive “preconceptions” and normative knowledge. This chapter offers a brief introduction to KiP centering on two core models, illustrating how they enfold multiple time-scales-from details of real-time learning to multi-year accomplishments-and how they accommodate empirically salient diversity in the way different students learn.
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Moallem, M. (1998) · Educational Technology Research and Development · doi:10.1007/bf02299788 · Cited by 90
Cited by
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Kozma, R. B. (1991) · Review of Educational Research · doi:10.3102/00346543061002179 · Cited by 1,429
Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393
Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust
Chi, M. T. H. (2005) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1402_1 · Cited by 894
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Metadata
- Authors
- diSessa, A. A.
- Venue
- Converging Perspectives on Conceptual Change
- Publisher
- Routledge
- Published
- 2017-11-13
- Pages
- 7-16
- OpenAlex
- W2904285923
- Cited by
- 572
- References
- 1
- FWCI
- 98.92
- Type
- book chapter
- Language
- en
- Open access
- closed
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