Memory content of scientific concepts in beginning university science students

References

• Altarriba , J. , Bauer , L.M. and Benvenuto , C. 1999 . Concreteness, context availability, and imagebility ratings and word associations for abstract, concrete, and emotion words . Behavior Research Methods, Instruments, and Computers , 31 : 578 – 602 .
   PubMedGoogle Scholar
• Alvermann , D.E. , Smith , L.C. and Readence , J.E. 1985 . Prior knowledge activation and the comprehension of compatible and incompatible text . Reading Research Quarterly , 20 : 420 – 436 .
   Web of Science ®Google Scholar
• Barsalou , L.W. 1989 . “ Intraconcept similarity and its implications for interconcept similarity ” . In Similarity in analogical reasoning , Edited by: Vosniadou , S. and Ortony , A. 76 – 121 . Cambridge : Cambridge University Press .
   Google Scholar
• Barsalou , L.W. 1993 . “ Structure fexibility and linguistic vagary in concepts: Manifestations of a compositional system of perceptual symbols ” . In Theories of memory , Edited by: Collins , A.C. , Gathercole , S.E. and Conway , M.A. 29 – 101 . London : Lawrence Erlbaum .
   Google Scholar
• Barsalou , L.W. 1999 . Perceptual symbol systems . Behavioral and Brain Sciences , 22 ( 4 ) : 577 – 660 .
   PubMed Web of Science ®Google Scholar
• Barsalou , L.W. 2003 . Situated simulation in the human conceptual system . Language and Cognitive Processes , 18 : 513 – 562 .
   Web of Science ®Google Scholar
• Barsalou , L.W. , Santos , A. , Simmons , W.K. and Wilson , C.D. 2008 . “ Language and simulation in conceptual processing ” . In Symbols, embodiment, and meaning , Edited by: De Vega , M. , Glenberg , A.M. , Graesser , A.C. and Graesser , A. 245 – 283 . Oxford : Oxford University Press .
   Google Scholar
• Barsalou , L.W. , Solomon , K.O. and Wu , L.L. 1999 . “ Perceptual simulation in conceptual tasks ” . In Cultural, typological, and psychological perspectives in cognitive linguistics: The proceedings of the 4th conference of the International Cognitive Linguistics Association , Edited by: Hiraga , M.K. , Sinha , C. and Wilcox , S. Vol. 3 , 209 – 228 . Amsterdam : John Benjamins .
   Google Scholar
• Barsalou , L.W. and Wiemer-Hastings , K. 2005 . “ Situating abstract concepts ” . In Grounding cognition: The role of perception and action in memory, language and thought , Edited by: Pecher , D. and Zwaan , R. 129 – 163 . New York : Cambridge University Press .
   Google Scholar
• Begg , I. and Paivio , A. 1969 . Concreteness and imagery in sentence meaning . Journal of Verbal Learning and Verbal Behavior , 8 : 821 – 827 .
   Google Scholar
• Bliss , J. , Morrison , I. and Ogborn , J. 1988 . A longitudinal study of dynamics concepts . International Journal of Science Education , 10 ( 1 ) : 99 – 110 .
   Web of Science ®Google Scholar
• Bransford , J.D. and Johnson , M.K. 1972 . Contextual prerequisites for understanding: Some investigations of comprehension and recall . Journal of Verbal Learning and Verbal Behavior , 11 ( 3 ) : 717 – 726 .
   Google Scholar
• Brewer , W. , Chinn , C.A. and Samarapungavan , A. 1998 . Explanation in scientists and children . Minds and Machines , 8 : 119 – 136 .
   Web of Science ®Google Scholar
• Carey , S. 1985 . Conceptual change in childhood , Cambridge, MA : MIT Press .
   Google Scholar
• Cheng , P.C.-H. 1998 . “ Some reasons why learning science is hard: Can computer based law encoding diagrams make it easier? ” . In Intelligent tutoring systems , Edited by: Gotten , B.P. , Half , H.M. , Redialed , C. and Shute , V. 96 – 105 . Berlin : Springer .
   Google Scholar
• Clark , H.H. 1973 . The language-as-fixed effect fallacy: A critique of language statistics in psychological research . Journal of Verbal Learning and Verbal Behavior , 12 : 335 – 359 .
   Google Scholar
• Cree , G.S. and McRae , K. 2003 . Analysing the factors underlying the structure and computation of the meaning of chipmunk, cherry, chisel, cheese, and cello (and many other such concrete nouns) . Journal of Experimental Psychology: General , 132 : 163 – 201 .
   PubMed Web of Science ®Google Scholar
• De Deyne , S. and Storms , G. 2008 . Word associations: Network and semantic properties . Behavior Research Methods , 40 : 213 – 231 .
   PubMed Web of Science ®Google Scholar
• DRAE . 2001 . Diccionario de la Real Academia Española , Madrid : Espasa-Calpe .
   Google Scholar
• Duit, R. (2010). Bibliography STCSE – students’ and teachers’ conceptions and science education, Kiel: IPN-Leibniz Institute for Science Education. Retrieved September 20, 2010, from http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html
   Google Scholar
• Erickson , G. 1979 . Children’s conceptions of heat and temperature . Science Education , 63 : 221 – 230 .
   Google Scholar
• Gentner , D. 1981 . Some interesting differences between verbs and nouns . Cognition and Brain Theory , 4 : 161 – 178 .
   Google Scholar
• Helm , H. and Novak , J.D. 1983 . Proceedings of the international seminar on misconceptions in science and mathematics , Ithaca : Cornell University .
   Google Scholar
• Hempel , C.G. 1952 . Fundamentals of concept formation in empirical science , Chicago : University of Chicago Press .
   Google Scholar
• Hempel , C.G. 1966 . Philosophy of natural science , Englewood Cliffs, NJ : Prentice-Hall .
   Google Scholar
• Lawson , A.E. , Alkhoury , S. , Benford , R. , Clark , B. and Falconer , K.A. 2000 . What kinds of scientific concepts exist? Concept construction and intellectual development in college biology . Journal of Research in Science Teaching , 37 : 996 – 1018 .
   Web of Science ®Google Scholar
• Margolis , E. and Laurence , S. 1999 . Concepts: Core readings , Cambridge, MA : MIT Press .
   Google Scholar
• Maria , K. and Mac Ginitie , W. 1987 . Learning from texts that refute the reader’s prior knowledge . Reading Research and Instruction , 26 : 222 – 238 .
   Google Scholar
• McRae , K. and Cree , G.S. 2002 . “ Factors underlying category-specific semantic deficits ” . In Category-specifity in brain and mind , Edited by: Forde , E.M.E. and Humpreys , G.W. 241 – 249 . East Sussex, , UK : Psychology Press .
   Google Scholar
• McRae , K. , Cree , G. , Seidenberg , M. and McNorgan , C. 2005 . Semantic feature production norms for a large set of living and nonliving things . Behavior Research Methods, Instruments, & Computers , 37 ( 4 ) : 547 – 559 .
   Google Scholar
• McRae , K. , de Sa , V.R. and Seidenberg , M.S. 1997 . On the nature and scope of featural representations of word meaning . Journal of Experimental Psychology: General , 126 : 99 – 130 .
   PubMed Web of Science ®Google Scholar
• Medin , D.L. and Rips , L.J. 2005 . “ Concepts and categories: Memory, meaning, and metaphysics ” . In The Cambridge handbook of thinking and reasoning , Edited by: Holyoak , K.J. and Morrison , R.G. 37 – 72 . Cambridge : Cambridge University Press .
   Google Scholar
• Monk , M. and Osborne , J. 2000 . Good practice in science teaching: What research has to say , Milton Keynes, Berks : Open University Press .
   Google Scholar
• Murphy , G. 2002 . The big book of concepts , Cambridge, MA : MIT Press .
   Google Scholar
• Nelson , D.L. and Schreiber , T.A. 1992 . Word concreteness and word structure as independent determinants of recall . Journal of Memory and Language , 31 : 237 – 260 .
   Web of Science ®Google Scholar
• Paivio , A. 1971 . Imagery and verbal processes , Hillsdale, NJ : Erlbaum .
   Google Scholar
• Paivio , A. 1986 . Mental representations. A dual coding approach , New York : Oxford University Press .
   Google Scholar
• Ploetzner , R. and VanLehn , K. 1997 . The acquisition of informal physics knowledge during formal physics training . Cognition and Instruction , 15 : 169 – 206 .
   Web of Science ®Google Scholar
• Ram , A. , Nersessian , N.J. and Keil , F.C. 1997 . Special issue: Conceptual change . The Journal of the Learning Sciences , 6 : 1 – 91 .
   Web of Science ®Google Scholar
• Reif , F. 1987 . Interpretation of scientific or mathematical concepts: Cognitive issues and instructional implications . Cognitive Science , 11 : 395 – 416 .
   Web of Science ®Google Scholar
• Reif , F. 1995 . Millikan lecture 1994: Understanding and teaching important scientific thought processes . American Journal of Physics , 63 : 17 – 32 .
   Web of Science ®Google Scholar
• Reif , F. and Allen , S. 1992 . Cognition for interpreting scientific concepts: A study of acceleration . Cognition and Instruction , 9 : 1 – 44 .
   Web of Science ®Google Scholar
• Reif , F. and Larkin , J. 1991 . Cognition in scientific and everyday domains: Comparison and learning implications . Journal of Research in Science Teaching , 28 : 733 – 760 .
   Web of Science ®Google Scholar
• Schwanenflugel , P.J. 1991 . “ Why abstract concepts are hard to understand? ” . In The psychology of word meaning , Edited by: Schwanenflugel , P.J. 223 – 250 . Hillsdale, NJ : Erlbaum .
   Google Scholar
• Schwanenflugel , P.J. , Harnishfeger , K.K. and Stowe , R.W. 1988 . Context availability and lexical decision for abstract and concrete words . Journal of Memory and Language , 27 : 499 – 520 .
   Web of Science ®Google Scholar
• Schwanenflugel , P.J. and Shoben , E.J. 1983 . Differential context effect in the comprehension of abstract and concrete verbal materials . Journal of Experimental Psychology: Learning, Memory & Cognition , 9 : 82 – 102 .
   Web of Science ®Google Scholar
• Schwanenflugel , P.J. and Stowe , R.W. 1989 . Context availability and the processing of abstract and concrete words . Reading Research Quarterly , 24 : 114 – 126 .
   Web of Science ®Google Scholar
• Scott , P. , Asoko , H. and Leach , J. 2007 . “ Students Conceptions and Conceptual Learning in Science ” . In Handbook of research on science education , Edited by: Abell , S.K. and Lederman , N.G. 31 – 56 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Sebastián , N. , Martí , M. , Carreiras , M. and Cuetos , F. 2000 . LEXESP: Léxico informatizado del español , Barcelona : Edicions Universitat Barcelona .
   Google Scholar
• Simmons , W.K. , Hamann , S.B. , Harenski , C.N. , Hu , X.P. and Barsalou , L.W. 2008 . fMRI evidence for word association and situated simulation in conceptual processing . Journal of Physiology – Paris , 102 : 106 – 119 .
   PubMed Web of Science ®Google Scholar
• Slotta , J.D. and Chi , M.T.H. 1996 . “ Understanding constraint-based processes: A precursor to conceptual change in physics ” . In Proceedings of the 18th annual conference of the Cognitive Science Society , Edited by: Cottrell , G.W. 306 – 311 . Hillsadle, NJ : Erlbaum .
   Google Scholar
• Suppe , F. 1997 . The structure of scientific theories , Urbana, IL : University of Illinois Press .
   Google Scholar
• Torner, S., & Battaner, P. (2005). El corpus PAAU 1992: Estudios descriptivos, textos y vocabulario (1992 PAAU corpus: Descriptive studies, texts and vocabulary). Barcelona: IULA.
   Google Scholar
• Vosniadou , S. 2008 . “ Conceptual change research: An introduction ” . In International handbook of research on conceptual change , Edited by: Vosniadou , S. xiii – xxvi . London : Routledge .
   Google Scholar
• Wandersee , J.H. and Mintzes , J.J. 1994 . “ Research on alternative conceptions in science ” . In Handbook of Research on Science Teaching , Edited by: Gabel , D.L. Upper Saddle River, NJ : Merrill/Prentice-Hall .
   Google Scholar
• Wartofsky , M.W. 1968 . Conceptual foundations of scientific thought: An introduction to the philosophy of science , New York : Macmillan .
   Google Scholar
• Wattenmaker , W.D. and Shoben , E.J. 1987 . Context and the recallability of concrete and abstract sentences . Journal of Experimental Psychology: Learning, Memory and Cognition , 13 : 140 – 150 .
   Web of Science ®Google Scholar
• Wells , G. 2008 . Learning to use scientific concepts . Cultural Studies of Science Education , 3 : 329 – 350 .
   Google Scholar
• West , L.H.T. and Pines , A.L. 1985 . Cognitive structure and conceptual change , Orlando, FL : Academic Press .
   Google Scholar
• Wiemer-Hastings, K., & Xu, X. (2003). Thematic integration in the similarity of abstract and concrete items. In Proceedings of the 25th annual conference of the Cognitive Science Society.
   Google Scholar
• Wiemer-Hastings, K., Krug, J., & Xu, X. (2001). Imagery, context availability, contextual contraint and abstractness. In Proceedings of the 23rd annual conference of the Cognitive Science Society (pp. 1106–1111).
   Google Scholar
• Wiemer-Hastings, K., Barnard, K.K., & Faelnar, J. (2004). Structural differences in abstract and concrete ítem categories. In Proceedings of the 26th annual meeting of the Cognitive Science Society (pp. 1452–1457).
   Google Scholar
• Wiemer-Hastings , K. and Xu , X. 2005 . Content differences for abstract and concrete concepts . Cognitive Science , 29 : 719 – 736 .
   PubMed Web of Science ®Google Scholar
• Wu , L.L. and Barsalou , L.W. 2009 . Perceptual simulation in conceptual combination: Evidence from property generation . Acta Psychologica , 132 : 173 – 189 .
   PubMed Web of Science ®Google Scholar
• Yeh , W. and Barsalou , L.W. 2006 . The situated nature of concepts . American Journal of Psychology , 119 : 349 – 384 .
   PubMed Web of Science ®Google Scholar