Model based learning as a key research area for science education

References

• BAROWY , W. and ROBERTS , N. 1998 . Modeling as inquiry activity in school science: What's the point? Technical report , Cambridge, MA : Lesley College .
   Google Scholar
• CHF , M. T. , FELTOVICH , P. and GLASEN , R. 1981 . Categorization and representation of physics problems by experts and novices . Cognitive Science , 5 : 121 – 152 .
   Web of Science ®Google Scholar
• CAMPBELL , N. 1957 . Foundations of science , New York : Dover . Originally published as Campbell, N. (1920). Physics: The elements (Cambridge, Cambridge University Press)
   Google Scholar
• CLEMENT , J. 1989 . “ Learning via model construction and criticism: Protocol evidence on sources of creativity in science ” . In Handbook of creativity: assessment, theory and research , Edited by: Glover , J. , Ronning , R. and Reynolds , C. 341 – 381 . New York : Plenum .
   Google Scholar
• CLEMENT , J. 1993 . Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics . Journal of Research in Science Teaching , 30 : 1241 – 1257 .
   Web of Science ®Google Scholar
• CLEMENT , J. 1998 . Expert novice similarities and instruction using analogies . International Journal of Science Education , 20 : 1271 – 1286 .
   Web of Science ®Google Scholar
• CLEMENT , J. 2000 . “ Analysis of Clinical Interviews: Foundations and Model Viability ” . In Handbook of Research Design in Mathematics and Science Education , Edited by: Kelly , A. E. and Lesh , R. 547 – 589 . Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• CLEMENT , J. , BROWN , D. and ZIETSMAN , A. 1989 . Not all preconceptions are misconceptions: finding 'anchoring conceptions' for grounding instruction on students' intuitions . International Journal of Science Education , 11 : 554 – 565 .
   Web of Science ®Google Scholar
• CLEMENT , J. and RAMIREZ , M. The role of dissonance in conceptual change . Proceedings of National Association for Research in Science Teaching .
   Google Scholar
• DARDEN , L. 1991 . Theory change in science: strategies from Mendelian genetics , New York : Oxford University Press .
   Google Scholar
• DRIVER , R. 1973 . The representation of conceptual frameworks in young adolescent science students , University of Illinois . Unpublished Doctor Dissertatia
   Google Scholar
• DUNBAR , K. Scientific discovery heuristics: how current day scientists generate new hypotheses and make scientific discoveries . Proceedings of the Sixteenth Annual Meeting of the Cognitive Science Society . Vol. 16 , pp. 985 – 986 .
   Google Scholar
• FORBUS , K. 1984 . Qualitative process theory . Artificial Intelligence , 24 : 85 – 168 .
   Web of Science ®Google Scholar
• GIERE , R. N. 1988 . Explaining science: a cognitive approach , Chicago : University of Chicago Press .
   Google Scholar
• GRUBER , H. 1974 . Darwin on man , New York : E. P. Dutton .
   Google Scholar
• HARRI , R. 1961 . Theories and things , London : Newrnan History and Philosophy of Science Series .
   Google Scholar
• HESSE , M. 1966 . Models and analogies in science , South Bend, IN : Notre Dame University Press .
   Google Scholar
• JACKSON , S. L. , STRATFORD , S. J. , KRAJCIK , J. and SOLOWAY , E. Learner-centered software design to support students building models . Annual meeting of the American Educational Research Association . San Francisco, CA.
   Google Scholar
• KELLY , A. E. 2000 . Handbook of Research Design in Mathematics and Science Education , Edited by: LESH , R. Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• LESH , R. and LEHRER , R. 2000 . “ Iterative refinement cycles for videotape analyses of conceptual change ” . In Handbook of Research Design in Mathematics and Science Education , Edited by: Kelly , A. E. and Lesh , R. Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• MONAGHAN , J. and CLEMENT , J. 1999 . Use of a computer simulation to develop mental simulations for understanding relative motion concepts . International Journal of Science Education , 21 : 921 – 944 .
   Web of Science ®Google Scholar
• NAGEL , E. 1961 . The structure of science , New York : Harcourt, Brace, and World .
   Google Scholar
• NERSESSIAN , N. 1984 . Faraday to Einstein: constructing meaning in scientific explanation. Dordrecht , Netherlands : Martinus Nijhoff .
   Google Scholar
• NERSESSIAN , N. 1992 . “ How do scientists think? Capturing the dynamics of conceptual change in science ” . In Cognitive models of science , Edited by: Giere , R. Minneapolis, MN : University of Minneapolis Press .
   Google Scholar
• NIEDRERER , H. and GOLDBERG , E. Learning Pathway and Knowledge Construction in Electric Circuits . Paper presented at European Conference on Research in Science Education .
   Google Scholar
• POSNER , G. , STRIKE , K. , HEWSON , P. and GERTZOG , W. 1982 . Accommodation of scientific conception: Toward a theory of conceptual change . Science Education , 66 : 211 – 227 .
   Google Scholar
• SMITH , J. , DISESSA , A. and ROSCHELLE , J. 1993 . Misconceptions reconceived: A constructivist analysis of knowledge in transition . The Journal of the Learning Sciences , 3 : 115 – 163 .
   Google Scholar
• REA-RAMIREZ , M. A. and CLEMENT , J. 1997 . Conceptual models of human respiration and alternative conceptions that present possible impediments to students' understanding. From Misconceptions to Constructed Understanding , The Fourth International Seminar on Misconceptions Research, Cornell U .
   Google Scholar
• STEFNBERG , M. and CLEMENT , J. Constructive model evolution in the study of electric circuits . In Proceedings of the International Conference 'From Misconceptions to Constructed Understanding' . Cornell University .
   Google Scholar
• STRIKE , K. A. and POSNER , G. J. 1992 . A revisionist theory of conceptual change , Albany : State University of New York Press .
   Google Scholar
• SCOTT , P. H. 1991 . “ Pathways in Learning Science: A case study of the development of one student's ideas relating to the structure of matter ” . In International Workshop on Research in Physics Learning: Theoretical Issues and Empirical Studies , Edited by: Duit , R. , Goldberg , F. and Niedderer , H. University of Bremen .
   Google Scholar
• THAGARD , P. 1992 . Conceptual revolutions , Princeton, NJ : Princeton University Press .
   Google Scholar
• TWENEY , R. 1985 . “ Faraday's discovery of induction: A cognitive approach ” . In Faraday rediscovered: Essays on the life and work of Michael Faraday, 1791-1867 , Edited by: Gooding , D. and James , F. 189 – 209 . New York : Stockton Press .
   Google Scholar
• WHITE , B. Y. 1993 . “ Intermediate Causal Models: A Missing Link for Successful Science Education ” . In Advances in Instructional Psychology , Edited by: Glaser , R. 177 – 252 . Hillsdale, NJ : Lawrence Erlbaum Associates, Publishers .
   Google Scholar