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Students’ preconceptions in introductory mechanics
Data from written tests and videotaped problem‐solving interviews show that many physics students have a stable, alternative view of the relationship between force and acceleration. This ’’conceptualExpand
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Algebra Word Problem Solutions: Thought Processes Underlying a Common Misconception
This article describes test data showing that a large proportion of science-oriented college students were unable to solve a very simple kind of algebra word problem. Several thinking-aloud protocolsExpand
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Using Bridging Analogies and Anchoring Institutions to Seal with Students' Preconceptions in Physics
Lessons were designed to deal with students' alternative conceptions in three areas of mechanics: static normal forces, frictional forces, and Newton's third law for moving objects. InstructionalExpand
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Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction
TLDR
We propose a preliminary list of factors important for success in overcoming misconceptions via analogical reasoning when students believe they understand the target situation. Expand
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Creative Model Construction in Scientists and Students: The Role of Imagery, Analogy, and Mental Simulation
How do scientists use analogies and other processes to break away from old theories and generate new ones? This book documents such methods through the analysis of video tapes of scientificallyExpand
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Model based learning as a key research area for science education
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 thisExpand
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Learning via Model Construction and Criticism
There is growing recognition that mental models play a fundamental role in the comprehension of science concepts. The process of learning via model construction appears to be central to theoryExpand
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Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics.
This research examines the beneficial effects of student-generated diagrams versus student- generated summaries on conceptual understanding in the domain of plate tectonics. Fifty-eight Grade 5Expand
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