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Research in Science & Technological Education Volume 1, 1983 - Issue 2
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Original Articles

Enigmas in School Science: students’ conceptions for scientifically associated words

D. Michael Watts University of Surrey, Educational Development
&
John K. Gilbert University of Surrey, Educational Development
Pages 161-171 | Published online: 03 Aug 2006

Citations (54)

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Keith S. Taber, Berry Billingsley, Fran Riga & Helen Newdick. (2015) English secondary students’ thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an idea someone has’. The Curriculum Journal 26:3, pages 370-403.
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Karina Adbo & Keith S. Taber. (2014) Developing an Understanding of Chemistry: A case study of one Swedish student's rich conceptualisation for making sense of upper secondary school chemistry. International Journal of Science Education 36:7, pages 1107-1136.
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C.P. Constantinou & N. Papadouris. (2012) Teaching and learning about energy in middle school: an argument for an epistemic approach. Studies in Science Education 48:2, pages 161-186.
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Alejandra García Franco & KeithS. Taber. (2009) Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning. International Journal of Science Education 31:14, pages 1917-1952.
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KeithS. Taber. (2009) College Students’ Conceptions of Chemical Stability: The widespread adoption of a heuristic rule out of context and beyond its range of application. International Journal of Science Education 31:10, pages 1333-1358.
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KeithS. Taber. (2008) Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure. International Journal of Science Education 30:8, pages 1027-1053.
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Ola Halldén, Liza Haglund & Helge Strömdahl. (2007) Conceptions and Contexts: On the Interpretation of Interview and Observational Data. Educational Psychologist 42:1, pages 25-40.
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Xiufeng Liu & Li Tang. (2004) The progression of students’ conceptions of energy: A cross‐grade, cross‐cultural study. Canadian Journal of Science, Mathematics and Technology Education 4:1, pages 43-57.
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Keith S. Taber. (2001) The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: A typology of learning impediments. Educational Studies 27:2, pages 159-171.
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Keith S. Taber. (2000) Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education 22:4, pages 399-417.
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KeithS. Taber. (1998) The sharing‐out of nuclear attraction: or ‘I can't think about physics in chemistry’. International Journal of Science Education 20:8, pages 1001-1014.
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Ricardo Trumper. (1997) The need for change in elementary school teacher training: the case of the energy concept as an example. Educational Research 39:2, pages 157-174.
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HelenM. Doerr. (1997) Experiment, simulation and analysis: an integrated instructional approach to the concept of force. International Journal of Science Education 19:3, pages 265-282.
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Ricardo Trumper. (1997) A survey of conceptions of energy of Israeli pre‐service high school biology teachers. International Journal of Science Education 19:1, pages 31-46.
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Mike Watts & KeithS. Taber. (1996) An explanatory gestalt of essence: students’ conceptions of the ‘natural’ in physical phenomena. International Journal of Science Education 18:8, pages 939-954.
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Ricardo Trumper. (1996) A Survey of Israeli Physics Students' Conceptions of Energy in Pre‐service Training for High School Teachers. Research in Science & Technological Education 14:2, pages 179-192.
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DI BENTLEY & SAMANTHA DROBINSKI. (1995) Girls, learning and science in the framework of the National Curriculum. The Curriculum Journal 6:1, pages 79-100.
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Ricardo Trumper. (1993) Children's energy concepts: a cross‐age study. International Journal of Science Education 15:2, pages 139-148.
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Kalafunja M. O-saki & W. D. Samiroden. (1990) Children's conceptions of ‘living’ and ‘dead’. Journal of Biological Education 24:3, pages 199-207.
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M. Louisa, F. C. S. Veiga, Duarte J. V. Costa Pereira & Roger Maskill. (1989) Teachers’ language and pupils’ ideas in science lessons:can teachers avoid reinforcing wrong ideas?. International Journal of Science Education 11:4, pages 465-479.
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Judith Gair & DavidT. Stancliffe. (1988) Talking about Toys: an investigation of children's ideas about force and energy. Research in Science & Technological Education 6:2, pages 167-180.
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Mike Watts & Di Bentley. (1984) The Personal Parameters of Cognition: two personal aims in science education. Oxford Review of Education 10:3, pages 309-317.
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JohnK. Gilbert & D.Michael Watts. (1983) Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education. Studies in Science Education 10:1, pages 61-98.
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Knut Neumann & Jeffrey C. Nordine. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics 4-1 4-34 .
Meltem IRMAK, Hüseyin İNALTUN, Jale ERCAN-DURSUN, Hilal YANIŞ-KELLECİ & Nejla YÜRÜK. (2022) Development and Application of a Three-Tier Diagnostic Test to Assess Pre-service Science Teachers’ Understanding on Work-Power and Energy Concepts. International Journal of Science and Mathematics Education 21:1, pages 159-185.
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Mihwa Park & Xiufeng Liu. (2019) An Investigation of Item Difficulties in Energy Aspects Across Biology, Chemistry, Environmental Science, and Physics. Research in Science Education 51:S1, pages 43-60.
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Benedikt W. Harrer. (2017) On the origin of energy: Metaphors and manifestations as resources for conceptualizing and measuring the invisible, imponderable. American Journal of Physics 85:6, pages 454-460.
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Tan Hwa Hwa & Mageswary Karpudewan. 2017. Overcoming Students' Misconceptions in Science. Overcoming Students' Misconceptions in Science 133 155 .
Olga Megalakaki & Jean Pierre Thibaut. (2015) Development and differentiation of force and energy concepts for animate and inanimate objects in children and adolescents. Research in Science Education 46:4, pages 457-480.
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MIHWA PARK & XIUFENG LIU. (2016) Assessing Understanding of the Energy Concept in Different Science Disciplines. Science Education 100:3, pages 483-516.
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Nicos Papadouris & Constantinos P. Constantinou. (2016) Investigating middle school students' ability to develop energy as a framework for analyzing simple physical phenomena. Journal of Research in Science Teaching 53:1, pages 119-145.
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Keith S. Taber. (2015) The role of interpretation in inferring student knowledge and understanding from research data. Chemistry Education Research and Practice 16:3, pages 423-428.
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Keith S. Taber. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 5 23 .
Keith S. Taber. (2012) Upper Secondary Students' Understanding of the Basic Physical Interactions in Analogous Atomic and Solar Systems. Research in Science Education 43:4, pages 1377-1406.
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Aikaterini Rizaki & Panagiotis Kokkotas. (2009) The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education. Science & Education 22:5, pages 1141-1165.
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Knut Neumann, Tobias Viering, William J. Boone & Hans E. Fischer. (2012) Towards a learning progression of energy. Journal of Research in Science Teaching 50:2, pages 162-188.
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Keith S. TaberKeith S. Taber. 2013. Modelling Learners and Learning in Science Education. Modelling Learners and Learning in Science Education 119 139 .
R. G. Tobin, Sally Crissman, Sue Doubler, Hugh Gallagher, Gary Goldstein, Sara Lacy, C. B. Rogers, Judah Schwartz & Paul Wagoner. (2011) Teaching Teachers About Energy: Lessons from an Inquiry-Based Workshop for K-8 Teachers. Journal of Science Education and Technology 21:5, pages 631-639.
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Jeffrey Nordine, Joseph Krajcik & David Fortus. (2010) Transforming energy instruction in middle school to support integrated understanding and future learning. Science Education 95:4, pages 670-699.
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Chokchai Yuenyong, Alister Jones & Sunan Sung-Ong. 2011. Science Education in International Contexts. Science Education in International Contexts 3 16 .
O. Megalakaki. (2009) Développement conceptuel de la notion d’énergie relative à des objets inanimés et animés chez les élèves de dix à 17 ans. Psychologie Française 54:1, pages 11-29.
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Xiufeng Liu & Miguel E. Ruiz. (2008) Using data mining to predict K–12 students' performance on large‐scale assessment items related to energy. Journal of Research in Science Teaching 45:5, pages 554-573.
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Nicos Papadouris, Constantinos P. Constantinou & Theodora Kyratsi. (2007) Students' use of the energy model to account for changes in physical systems. Journal of Research in Science Teaching 45:4, pages 444-469.
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Keith S. Taber. (2006) Constructivism’s New Clothes: The Trivial, the Contingent, and a Progressive Research Programme into the Learning of Science. Foundations of Chemistry 8:2, pages 189-219.
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Xiufeng Liu & Anne McKeough. (2005) Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database. Journal of Research in Science Teaching 42:5, pages 493-517.
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Martin J. Goedhart & Wolter Kaper. 2003. Chemical Education: Towards Research-based Practice. Chemical Education: Towards Research-based Practice 339 362 .
Keith S. Taber & Richard K. Coll. 2003. Chemical Education: Towards Research-based Practice. Chemical Education: Towards Research-based Practice 213 234 .
Alexandre Medeiros. (2001) A ATUALIDADE PEDAGÓGICA DA CONTROVÉRSIA HISTÓRICA SOBRE A VERDADEIRA DEFINIÇÃO DA "FORÇA DE UM CORPO". Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 3:1, pages 62-80.
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Ricardo Trumper, Andres Raviolo & Ana Maria Shnersch. (2000) A cross-cultural survey of conceptions of energy among elementary school teachers in training — empirical results from Israel and Argentina. Teaching and Teacher Education 16:7, pages 697-714.
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Graham D. Hendry & Ronald C. King. (2006) On theory of learning and knowledge: Educational implications of advances in neuroscience. Science Education 78:3, pages 223-253.
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Toshiyuki FUKUOKA & Kazutoshi MIYAWAKI. (1991) A CASE STUDY ON THE ALTERNATIVE FRAMEWORKS CONCERNING THE CONCEPT OF FORCE - USING INTERVIEWS TO SIXTH GRADERS-力概念に関するオルタナティブフレームワークの研究―面接法による6学年児童の事例一. Bulletin of Society of Japan Science Teaching 31:3, pages 49-57.
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Jere Confrey. (2016) Chapter 1: A Review of the Research on Student Conceptions in Mathematics, Science, and Programming. Review of Research in Education 16:1, pages 3-56.
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Barry J. Fraser, Herbert J. Walberg, Wayne W. Welch & John A. Hattie. (1987) Syntheses of educational productivity research. International Journal of Educational Research 11:2, pages 147-252.
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Hugh Helm, John Gilbert & D Michael Watts. (1985) Thought experiments and physics education. Physics Education 20:5, pages 211-217.
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