676
Views
16
CrossRef citations to date
0
Altmetric
Articles

Third-grade students’ mental models of energy expenditure during exercise

&
Pages 131-143 | Received 30 Apr 2012, Accepted 02 Apr 2013, Published online: 31 May 2013

References

  • Banks-Wallace, J., and V. Conn. 2002. “Interventions to Promote Physical Activity among African American Women”. Public Health Nursing 19 (5): 321–335. doi: 10.1046/j.1525-1446.2002.19502.x
  • Brewer, W. F. 2008. “Naïve Theories of Observational Astronomy: Review, Analysis, and Theoretical Implications”. In International Handbook of Research on Conceptual Change, edited by S. Vosniadou, 155–204. New York: Routledge.
  • Chi, M. T. H., N. de Leeuw, M. H. Chiu, and C. LaVancher. 1994. “Eliciting Self-explanations Improves Understanding”. Cognitive Science 18 (3): 439–477.
  • Chi, M. T. H., J. D. Slotta, and N. de Leeuw. 1994. “From Things to Processes: A Theory of Conceptual Change for Learning Science Concepts”. Learning and Instruction 4 (1): 27–43. doi: 10.1016/0959-4752(94)90017-5
  • Chiu, M. H., C. C. Chou, and C. J. Liu. 2002. “Dynamic Processes of Conceptual Change: Analysis of Constructing Mental Models of Chemical Equilibrium”. Journal of Research in Science Teaching 39 (8): 688–712. doi: 10.1002/tea.10041
  • Chiu, M. H., and J. W. Lin. 2005. “Promoting Fourth Graders’ Conceptual Change of Their Understandings of Electric Current via Multiple Analogies”. Journal of Research in Science Teaching 42 (4): 429–464. doi: 10.1002/tea.20062
  • Diakidoy, I. N., P. Kendeou, and C. Ioannides. 2003. “Reading about Energy: The Effects of Text Structure in Science Learning and Conceptual Change”. Contemporary Educational Psychology 28 (3): 335–356. doi: 10.1016/S0361-476X(02)00039-5
  • Driver, R., and J. Easley. 1978. “Pupils and Paradigms: A Review of Literature Related to Concept Development in Adolescent Science Students”. Studies in Science Education 5, 61–84. doi: 10.1080/03057267808559857
  • Duda, J. L., K. R. Fox, S. J. H. Biddle, and N. Armstrong. 1992. “Children's Achievement Goals and Beliefs about Success in Sport”. British Journal of Educational Psychology 62, 309–319. doi: 10.1111/j.2044-8279.1992.tb01025.x
  • Ennis, C. D. 2007. “Defining Learning as Conceptual Change in Physical Education and Physical Activity Settings”. Research Quarterly for Exercise and Sport 78 (3): 138–150.
  • Gadgil, S., T. J. Nokes-Malach, and M. T. H. Chi. 2012. “Effectiveness of Holistic Mental Model Confrontation in Driving Conceptual Change”. Learning and Instruction 22 (1): 47–61. doi: 10.1016/j.learninstruc.2011.06.002
  • Griffin, L. L., P. Dodds, J. H. Placek, and F. Tremino. 2001. “Middle School Students’ Conceptions of Soccer: Their Solutions to Tactical Problems”. Journal of Teaching in Physical Education 20 (4): 324–340.
  • Inagaki, K., and G. Hatano. 2006. “Young Children's Conceptions of the Biological World”. Current Directions in Psychological Science 15 (4): 177–181. doi: 10.1111/j.1467-8721.2006.00431.x
  • Ioannides, C., and S. Vosniadou. 2002. “The Changing Meanings of Force”. Cognitive Science Quarterly 2 (1): 5–61.
  • Kaufman, D. R., and V. L. Patel. 1998. “Progressions of Mental Models in Understanding Circulatory Physiology”. In Human Cognition: A Multidisciplinary Perspective, edited by I. Singh and R. Parasuman, 300–326. New Delhi: Sage.
  • Leinhart, G., and A. K. Ravi. 2008. “Changing Historical Conceptions of History”. In International Handbook of Research on Conceptual Change, edited by S. Vosniadou, 328–341. New York: Routledge.
  • Lochbaum, M. R., and G. C. Roberts. 1993. “Goal Orientations and Perceptions of the Sport Experience”. Journal of Sport & Exercise Psychology 15 (2): 160–171.
  • Marcus, B. H., P. M. Dubbert, L. H. Forsyth, T. L. McKenzie, E. J. Stone, A. L. Dunn, and S. N. Blair. 2000. “Physical Activity Behavior Change: Issues in Adoption and Maintenance”. Health Psychology 19 (suppl. 1): 32–41. doi: 10.1037/0278-6133.19.Suppl1.32
  • Marcus, B. H., D. M. Williams, P. M. Dubbert, J. F. Sallis, A. C. King, A. K. Yancey, B. A. Franklin, D. Buchner, S. R. Daniels, and R. P. Claytor. 2006. “Physical Activity Intervention Studies. What We Know and What We Need to Know”. Circulation 114 (24): 2739–2752. doi: 10.1161/CIRCULATIONAHA.106.179683
  • Mazens, K., and J. Lautrey. 2003. “Conceptual Change in Physics: Children's Naive Representations of Sound”. Cognitive Development 18, 159–176. doi: 10.1016/S0885-2014(03)00018-2
  • National Association for Sport and Physical Education. 2004. Moving into the Future: National Standards for Physical Education. 2nd ed. Reston, VA: Author.
  • Nevett, M., I. Rovengo, and M. Babiarz. 2001. “Fourth-Grade Children's Knowledge of Cutting, Passing and Tactics in Invasion Games After a 12-Lesson Unit of Instruction”. Journal of Teaching in Physical Education 20 (4): 389–401.
  • Placek, J. H., and L. L. Griffin. 2001. “The Understanding and Development of Learners’ Domain-Specific Knowledge: Concluding Comments”. Journal of Teaching in Physical Education 20 (4): 402–406.
  • Placek, J., L. Griffin, P. Dodds, C. Raymond, F. Tremino, and A. James. 2001. “Middle School Students’ Conceptions of Fitness: The Long Road to a Healthy Lifestyle”. Journal of Teaching in Physical Education 20, 314–323.
  • Posner, G. J., K. A. Strike, P. W. Hewson, and W. A. Gertzog. 1982. “Accommodation of a Scientific Conception: Towards a Theory of Conceptual Change”. Science Education 66 (2): 211–227. doi: 10.1002/sce.3730660207
  • Reiss, M. J., and S. D. Tunnicliffe. 2001. “Students’ Understandings of Human Organs and Organ Systems”. Research in Science Education 31 (3): 383–399. doi: 10.1023/A:1013116228261
  • Rowlands, M. 2004. “What do Children Think Happens to the Food They Eat?”. Journal of Biological Education 38 (4): 167–171. doi: 10.1080/00219266.2004.9655936
  • Sharp, J. G., and P. Kuerbis. 2005. “Children's Ideas about the Solar System and the Chaos in Learning Science”. Science Education 90 (1): 124–147. doi: 10.1002/sce.20126
  • Shenton, A. K. 2004. “Strategies for Ensuring Trustworthiness in Qualitative Research Projects”. Education for Information 22 (2): 63–75.
  • Solomon, G. E. A., and S. C. Johnson. 2000. “Conceptual Change in the Classroom: Teaching Young Children to Understand Biological Inheritance”. British Journal of Developmental Psychology 18 (1): 81–96. doi: 10.1348/026151000165580
  • Spelke, S. E. 1991. “Physical Knowledge in Infancy: Reflections on Piaget's Theory”. In The Epigenesis of Mind: Essays on Biology and Cognition, edited by S. Carey and R. Gelman, 133–170. Hillsdale, NJ: Erlbaum.
  • Stice, E., H. Saw, and C. N. Marti. 2006. “A Meta-analytic Review of Obesity Prevention Programs for Children and Adolescents: The Skinny on Interventions that Work”. Psychological Bulletin 132, 667–691. doi: 10.1037/0033-2909.132.5.667
  • Vamvakoussi, X., and S. Vosniadou. 2004. “Understanding the Structure of the Set of Rationale Numbers: A Conceptual Change Approach”. Learning and Instruction 14 (5): 453–467. doi: 10.1016/j.learninstruc.2004.06.013
  • Viennot, L. 1979. “Spontaneous Reasoning in Elementary Dynamics”. European Journal of Science Education 1 (2): 205–221. doi: 10.1080/0140528790010209
  • Vosniadou, S. 1994. “Capturing and Modeling the Process of Conceptual Change”. Learning and Instruction 4 (1): 45–69. doi: 10.1016/0959-4752(94)90018-3
  • Vosniadou, S. 1996. “Towards a Revised Cognitive Psychology for New Advances in Learning and Instruction”. Learning and Instruction 6 (2): 95–109. doi: 10.1016/0959-4752(96)00008-4
  • Vosniadou, S. 2002. “On the Nature of Naive Physics”. In Reconceptualizing Conceptual Change. Issues in Theory and Practice, edited by M. Limon and L. Mason, 61–76. Dordrecht: Kluwer Academic.
  • Vosniadou, S. 2007a. “The Conceptual Change Approach and Its Re-Framing”. In Advances in Learning and Instruction Series: Reframing the Conceptual Change Approach in Learning and Instruction, edited by S. Vosniadou, A. Baltas and X. Vamvakoussi, 1–15. Amsterdam: Elsevier Science.
  • Vosniadou, S. 2007b. “Conceptual Change and Education”. Human Development 50 (1): 47–54. doi: 10.1159/000097684
  • Vosniadou, S. ed. 2008. International Handbook of Research on Conceptual Change. New York: Routledge.
  • Vosniadou, S., and W. F. Brewer. 1992. “Mental Models of the Earth: A Study of Conceptual Change in Childhood”. Cognitive Psychology 24 (4): 535–585. doi: 10.1016/0010-0285(92)90018-W
  • Vosniadou, S., and W. F. Brewer. 1994. “Mental Models of the Day/Night Cycle”. Cognitive Science 18 (1): 123–183. doi: 10.1207/s15516709cog1801_4
  • Vosniadou, S., C. Ioannides, A. Dimitrakopoulou, and E. Papademetriou. 2001. “Designing Learning Environments to Promote Conceptual Change in Science”. Learning and Instruction 11 (4): 381–419. doi: 10.1016/S0959-4752(00)00038-4
  • Williams, J. M., and A. Tolmie. 2000. “Conceptual Change in Biology: Group Interaction and the Understanding of Inheritance”. British Journal of Developmental Psychology 18 (4): 625–649. doi: 10.1348/026151000165896
  • Wiser, M., and T. Amin. 2001. “‘Is Heat Hot?’ Inducing Conceptual Change by Integrating Everyday and Scientific Perspectives on Thermal Phenomena”. Learning and Instruction 11 (4): 331–355. doi: 10.1016/S0959-4752(00)00036-0

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.