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Capturing and modeling the process of conceptual change.
Abstract A theoretical framework is outlined in this article that attempts to explain the nature of conceptual change that takes place in the learning of physical science. It is argued that a naiveExpand
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Mental models of the earth: A study of conceptual change in childhood
This paper presents the results of an experiment which investigated elementary school children's conceptual knowledge about the earth. First-, 3rd-, and 5th- grade children were asked a series ofExpand
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Mental Models of the Day/Night Cycle
A theoretical framework is outlined which explains the formation of initial, synthetic, and scientific models of the day/night cycle in terms of the reinterpretation of a hierarchy of constraints, some of which are present early in the child's life, and others which emerge later out of the structure of the acquired knowledge. Expand
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Designing curricula for conceptual restructuring: Lessons from the study of knowledge acquisition in astronomy
This document examines children's and adults' knowledge of observational astronomy and characterizes the kinds of mental models students form when asked questions in astronomy. Mental models wereExpand
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Theories of Knowledge Restructuring in Development
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 withExpand
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The development of students’ understanding of the numerical value of fractions
Abstract An experiment is reported that investigated the development of students’ understanding of the numerical value of fractions. A total of 200 students ranging in age from 10 to 16 years wereExpand
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Designing learning environments to promote conceptual change in science
Abstract It is argued that research on the acquisition of science concepts has rich implications for the teaching of science and can lead to the development of useful principles for the design ofExpand
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The Cognitive-Situative Divide and the Problem of Conceptual Change
Abstract In this article we argue that both the cognitive and situative perspectives need to be modified to account for the empirical evidence on learning, taking as a central example the problem ofExpand
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