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Original Articles

Encouraging conceptual change: the use of bridging analogies in the teaching of action–reaction forces and the ‘at rest’ condition in physics

Pages 737-763 | Published online: 17 Aug 2011

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Alma Adrianna Gómez Galindo, Leonardo González Galli & Alejandra García Franco. (2021) Artificial selection of maize as a bridging case to teach natural selection: a simulation proposal. Journal of Biological Education 55:5, pages 487-500.
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Articles from other publishers (34)

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Mücahit KÖSE. (2022) Fen Bilimleri Ders Kitaplarındaki Analojilerin Değerlendirilmesi. Cumhuriyet International Journal of Education.
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Elahe Keshavarz, Soqra Ebrahimi Qavam & Maryam Sabbaghan. (2022) The effectiveness of active learning to reduce students’ misconceptions about solution chemistry. Journal of Advanced Pharmacy Education and Research 12:4, pages 123-129.
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Berta Martini, Marisa Michelini, Alberto Stefanel & Monica Tombolato. (2021) Prospective Teachers’ Representations on the Concept of Force. Education Sciences 11:10, pages 614.
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Eric J. Blown & Tom G. K. Bryce. (2018) The Enduring Effects of Early-Learned Ideas and Local Folklore on Children’s Astronomy Knowledge. Research in Science Education 50:5, pages 1833-1884.
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Gökşen ÜÇÜNCÜ, Ferhat KARAKAYA & Mehmet YILMAZ. (2020) An activity for gifted and talented students to learn the concept of keystone species. Participatory Educational Research 7:2, pages 19-32.
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Müge AYGÜN & Mustafa TAN. (2020) Bir Çarpışmada Kütlenin Etki-Tepki Kuvvetlerine Etkisi: Kavram Yanılgısını Ortadan Kaldırmada Kavramsal Değişim Metni ya da Geleneksel Açıklayıcı Metin. Pamukkale University Journal of Education.
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Betül Babayiğit, Yaprak Alagöz Hamzaj & Çiğdm Suzan Çardak. (2019) Yaratıcı Düşünmeyi Destekleyici Bir Bağlantıcı Öğrenme Etkinliği: Analoji Duvarı. İlköğretim Online, pages 2049-2074.
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Gonca HARMAN & Aytekin ÇÖKELEZ. (2018) Öğretimde Analoji Kullanımının Etkisi: Lamba Parlaklığını Nasıl Değiştirebiliriz?Effect of Using Analogy in Teaching: How can We Change the Brightness of A Bulb?. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 12:1, pages 361-391.
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Xinxin Fan, David Geelan & Robyn Gillies. (2018) Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences 8:1, pages 29.
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Kavous ArdalanKavous Ardalan. 2018. Case Method and Pluralist Economics. Case Method and Pluralist Economics 141 169 .
Xenia Vamvakoussi. (2017) Using analogies to facilitate conceptual change in mathematics learning. ZDM 49:4, pages 497-507.
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Gonca HARMAN & Aytekin ÇÖKELEZ. (2017) Analojilerin Fen Eğitimindeki Yeri ve Önemi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, pages 340-363.
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Antti Savinainen, Asko Mäkynen, Pasi Nieminen & Jouni Viiri. (2015) The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law. Research in Science Education 47:1, pages 119-135.
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Kamilah Osman. 2017. Overcoming Students' Misconceptions in Science. Overcoming Students' Misconceptions in Science 223 242 .
Mei-Hung Chiu, Jing-Wen Lin & Chin-Cheng Chou. 2016. Science Education Research and Practices in Taiwan. Science Education Research and Practices in Taiwan 89 131 .
Kavous Ardalan. 2015. Exploring Learning & Teaching in Higher Education. Exploring Learning & Teaching in Higher Education 69 96 .
Şule Dönertaş Kösem & Ömer Faruk Özdemir. (2013) The Nature and Role of Thought Experiments in Solving Conceptual Physics Problems. Science & Education 23:4, pages 865-895.
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Yun-Wu Wu, Chang-Fah Huang & Kuo-Hua Weng. (2014) A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking. Mathematical Problems in Engineering 2014, pages 1-8.
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Tobin White & Lee Martin. (2013) Mathematics and Mobile Learning. TechTrends 58:1, pages 64-70.
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David R. Geelan & Xinxin Fan. 2014. Science Teachers’ Use of Visual Representations. Science Teachers’ Use of Visual Representations 249 270 .
Yun-Wu Wu & Kuo-Hua Weng. (2012) Using an analogical thinking model as an instructional tool to improve student cognitive ability in architecture design learning process. International Journal of Technology and Design Education 23:4, pages 1017-1035.
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Taehee Noh, Inyoung Ahn & Sukjin Kang. (2013) An Analysis of Analogies in the Chemistry Domain of Middle School Science Textbooks Developed under the 2007 Revised National Curriculum. Journal of the Korean Chemical Society 57:3, pages 398-404.
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Hüseyin Artun & Bayram Coştu. (2012) Effect of the 5E Model on Prospective Teachers’ Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach. Journal of Science Education and Technology 22:1, pages 1-10.
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Erdal Taşlıdere. (2013) Effect of Conceptual Change Oriented Instruction on Students’ Conceptual Understanding and Decreasing Their Misconceptions in DC Electric Circuits. Creative Education 04:04, pages 273-282.
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Ji-Yeon You & Tae-Hee Noh. (2012) An Analysis of Verbal Interaction among Science-Gifted Students in Inquiry Learning Based on Analogical Experimental Design Strategy Emphasizing Understanding and Checking Stages. Journal of The Korean Association For Science Education 32:4, pages 671-685.
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Serkan Yılmaz & Ali Eryılmaz. (2010) Integrating Gender and Group Differences into Bridging Strategy. Journal of Science Education and Technology 19:4, pages 341-355.
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Kyung-Sun Kim, Sun-Young Hwang & Tae-Hee Noh. (2010) The Relationships among Students' Mapping Understanding, Mapping Errors and Cognitive/Affective Variables in Learning with Analogy. Journal of the Korean Chemical Society 54:1, pages 150-157.
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Petros Kariotoglou, Anna Spyrtou & Vassilis Tselfes. (2008) HOW STUDENT TEACHERS UNDERSTAND DISTANCE FORCE INTERACTIONS IN DIFFERENT CONTEXTS. International Journal of Science and Mathematics Education 7:5, pages 851-873.
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T.G.K. Bryce & K. MacMillan. (2009) Momentum and kinetic energy: Confusable concepts in secondary school physics. Journal of Research in Science Teaching 46:7, pages 739-761.
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Anna Spyrtou, Evripidis Hatzikraniotis & Petros Kariotoglou. (2009) Educational software for improving learning aspects of Newton’s Third Law for student teachers. Education and Information Technologies 14:2, pages 163-187.
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Louis Trudel, Carmen Parent & Abdeljalil Métioui. (2010) Démarche, cheminement et stratégies : une approche en trois phases pour favoriser la compréhension des concepts scientifiques. Revue des sciences de l'éducation 35:3, pages 149-172.
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Nicole M. McNeil. (2008) Limitations to Teaching Children 2 + 2 = 4: Typical Arithmetic Problems Can Hinder Learning of Mathematical Equivalence. Child Development 79:5, pages 1524-1537.
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David F. Treagust & Reinders Duit. (2008) Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education 3:2, pages 297-328.
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