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Original Articles

Knowledge structure and problem solving in physics

F. Reif Physics Department and Group in Science and Mathematics Education, University of California, Berkeley, California, 94720
&
Joan I. Heller University of California, Berkeley
Pages 102-127 | Published online: 01 Oct 2009

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Kyung Kim & Andrew A. Tawfik. (2023) Different approaches to collaborative problem solving between successful versus less successful problem solvers: Tracking changes of knowledge structure. Journal of Research on Technology in Education 55:4, pages 628-645.
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Eric Kuo, Nicole R. Hallinen & Luke D. Conlin. (2017) When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education 39:7, pages 814-839.
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AndrewF. Heckler. (2010) Some Consequences of Prompting Novice Physics Students to Construct Force Diagrams. International Journal of Science Education 32:14, pages 1829-1851.
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Rolf Ploetzner, Eric Fehse, Cornelia Kneser & Hans Spada. (1999) Learning to Relate Qualitative and Quantitative Problem Representations in a Model-Based Setting for Collaborative Problem Solving. Journal of the Learning Sciences 8:2, pages 177-214.
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NancyR. Romance & MichaelR. Vitale. (1999) Concept Mapping as a Tool for Learning: Broadening the Framework for Student-Centered Instruction. College Teaching 47:2, pages 74-79.
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Manuela Welzel & Wolff‐Michael Roth. (1998) Do interviews really assess students’ knowledge?. International Journal of Science Education 20:1, pages 25-44.
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Rolf Ploetzner & Kurt VanLehn. (1997) The Acquisition of Qualitative Physics Knowledge During Textbook-Based Physics Training. Cognition and Instruction 15:2, pages 169-205.
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Kam‐Wah Lucille Lee & PeterJ. Fensham. (1996) A general strategy for solving high school electrochemistry problems. International Journal of Science Education 18:5, pages 543-555.
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Ton de Jong & Monica G.M. Ferguson-Hessler. (1996) Types and qualities of knowledge. Educational Psychologist 31:2, pages 105-113.
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ElizabethA. Finkel & Jim Stewart. (1994) Strategies for model‐revision in a high school genetics classroom. Mind, Culture, and Activity 1:3, pages 168-195.
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J. C. Adigwe. (1993) Some Correlates of Nigerian Students’ Performances in Chemical Problem‐solving. Research in Science & Technological Education 11:1, pages 39-48.
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CedricJ. Linder. (1992) Is teacher‐reflected epistemology a source of conceptual difficulty in physics?. International Journal of Science Education 14:1, pages 111-121.
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Joan Ferrini-Mundy & Karen Geuther Graham. (1991) An Overview of the Calculus Curriculum Reform Effort: Issues for Learning, Teaching, and Curriculum Development. The American Mathematical Monthly 98:7, pages 627-635.
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MichaelD. Mumford, MicheleI. Mobley, Roni Reiter‐Palmon, CharlesE. Uhlman & LesliM. Doares. (1991) Process analytic models of creative capacities. Creativity Research Journal 4:2, pages 91-122.
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Joan I. Heller & F. Reif. (1984) Prescribing Effective Human Problem-Solving Processes: Problem Description in Physics. Cognition and Instruction 1:2, pages 177-216.
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