Promoting Students' Learning of Air Pressure Concepts: The Interrelationship of Teaching Approaches and Student Learning Characteristics

References

• She, H. C. (2003). DSLM instructional approach to conceptual change involving thermal expansion. Research in Science and Technological Education, 21(1), 43-54.
   Google Scholar
• She, H. C. (2004a). Facilitating changes in ninth grade students' understanding of dissolution and diffusion through DSLM instruction. Research in Science Education, 34(4), 503-526.
   Google Scholar
• Alexopolou, E., & Driver, R. (1996). Small group discussion in physics: Peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33(10), 1099-1114.
   Google Scholar
• Bascones, J., & Novak, J. D. (1985). Alternative instructional systems and the development of problem-solving skills in physics. European Journal of Science Education, 7(3), 253-261.
   Google Scholar
• Brook, A., Briggs, H., & Driver, R. (1984). Aspects of secondary students' understanding of the particulate nature of matter. Leeds: Children's Learning in Science Project, Centre for Studies in Science and Mathematics Education, University of Leeds, England.
   Google Scholar
• She, H. C. (2004b). Fostering "radical" conceptual change through Dual Situated Learning Model. Journal of Research in Science Teaching, 41(2), 142-164.
   Google Scholar
• Brown, A., Collins, A., & Dugiud, P. (1989). Situated cognition and the culture of learning. Educational Research, 18(1), 32-42.
   Google Scholar
• Brown, D. E. (1993). Refocusing core intuitions: A concretizing role for analogy in conceptual change. Journal of Research in Science Teaching, 30(10), 1273-1290.
   Google Scholar
• Bunderson, C. V., & Olsen, J. B. (1980). A factor analysis of personal profile measures related to cerebral hemisphere specialization (Scientific and Tech. Rep. No. 4). Orem, UT: Wicat Incorporated Learning Design Laboratories.
   Google Scholar
• Novak, J. D. (1991). Clarify with concept maps. Science Teacher, 58(7), 44-49.
   Google Scholar
• Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
   Google Scholar
• Murray, T., Schultz, K., Brown, D., & Clement, J. (1990). An analogy-based computer tutor for remediating physics misconceptions. Interactive Learning Environments, 1, 79-101.
   Google Scholar
• Novak, J. D. (1994). A view on the current status of Ausubel's assimilation theory of learning. CADMO: Giornale ITaliano Di Pedagogia, Pserimentale, Didattica, Docimologia, Tecnologia delll'instruzione, 2(4), 7-23.
   Google Scholar
• Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548-571.
   Google Scholar
• Snider, V. E. (1992). Learning styles and learning to read: A critique. Remedial and Special Education, 13(1), 6-18.
   Google Scholar
• Olsen, J. B., & Bunderson, C. V. (1980). Toward the development of a learner profile battery: Theory and research (Scientific and Tech. Rep. No. 2). Orem, UT: Wicat Incorporated Learning Design Laboratories.
   Google Scholar
• Osborne, R., & Freyberg, P. (1985). Learning in science: The implication of children's science. Auckland: Heinemann.
   Google Scholar
• Packer, J., & Bain, J. D. (1978). Cognitive style and teacher-student compatibility. Journal of Educational Psychology, 70, 864-871.
   Google Scholar
• Schmeck, R. R. (1981). Improving learning by improving thinking. Educational Leadership, 38(5), 384-385.
   Google Scholar
• She, H. C. (in press). Enhancing eighth grade students' learning of buoyancy: The interaction of teachers' instructional approach and students' learning preference styles. International Journal of Science and Mathematics Education.
   Google Scholar
• Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: A study of high school students' understanding of acids and bases. International Journal of Science Education, 13, 11-23.
   Google Scholar
• Schmeck, R. R., Ribich, F., & Ramanaiah, N. (1977). Development of a self-report inventory for assessing individual differences in learning process. Applied Psychological Measurement, 1(3), 413-431.
   Google Scholar
• She, H. C. (2002). Concepts of higher hierarchical level required more dual situational learning events for conceptual change: A study of students' conceptual changes on air pressure and buoyancy. International Journal of Science Education, 24(9), 981-996.
   Google Scholar
• Stahl, S. A. (1988). Is there evidence to support matching reading styles and initial reading methods. Phi Delta Kappan, 70, 317-322.
   Google Scholar
• Stahl, S. A. (1999). Different strokes for different folks? A critique of learning styles. American Educator, 23(3), 27-31.
   Google Scholar
• Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
   Google Scholar
• Tarver, S. G. (1996). Should method of teaching beginning reading be matched to the student's learning style? Effective School Practices, 15(4), 37-38.
   Google Scholar
• Tarver, S. G., & Dawson, M. M. (1978). Modality preference and the teaching of reading: A review. Journal of Learning Disabilities, 11(1), 17-29.
   Google Scholar
• Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press.
   Google Scholar
• Watkins, D. (1983). Depth of processing and the quality of learning outcomes. Instructional Science, 12, 49-58.
   Google Scholar
• van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy, and learning outcome. British Journal of Educational Psychology, 54(1), 73-83.
   Google Scholar
• Watkins, D. A., Reghi, M., & Astilla, E. (1991). The-Asian-learner-as-rote-learner stereotype: Myth or reality? Educational Psychology, 11, 21-34.
   Google Scholar
• Wilkerson, R. M., & White, K. P. (1988). Effects of the 4MAT system of instruction on students' achievement, retention, and attitudes. Elementary School Journal, 88(4), 357-368.
   Google Scholar
• Jerkins, J. M. (1991). Learning styles: Recognizing individuality. Schools in the Middle, 1(12), 3-6.
   Google Scholar
• Bunderson, C. V., & Olsen, J. B., & Herrmann, W. E. (1982). A fourfold model of multiple brain dominance and its validation through correlational research (Scientific and Tech. Rep. No. 10). Orem, UT: Wicat Incorporated Learning Design Laboratories.
   Google Scholar
• Chi, M. T. H., Slotta, J. D., & deLeeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11, 481-490.
   Google Scholar
• Dunn, R., & Griggs, S. A. (1989). Learning styles: Key to improving schools and student achievement. Curriculum Report, 18(3), 1-4.
   Google Scholar
• Edmondson, K., & Novak, S. D. (1992). Toward an authentic understanding of subject matter. In S. Hills (Ed.), The history and philosophy of science in science education (Vol. 1, pp. 253-263). Kingston, Ontario, Canada: Queen's University, Faculty of Education, and the Mathematics, Science, Technology and Teacher Education Group.
   Google Scholar
• Gabel, D. L., Samuel, K. V., & Hunn, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695-697.
   Google Scholar
• Hergenhahn, B. R., & Olson, M. (1993). An introduction to theories of learning. Englewood Cliffs, NJ: Prentice Hall
   Google Scholar
• Herrmann, N. (1988). The creative brain. Lake Lure, NC: Brain Books.
   Google Scholar
• Hilgersom, V. K. (1987). Celebrating students' diversity through learning styles. OSSC Bulletin, 30(9).
   Google Scholar
• Kampwirth, T. J., & Bates, M. (1980). Modality preference and teaching method: A review of the research. Academic Therapy, 15(5), 597-605.
   Google Scholar
• Kavale, K. A., & Forness, S. R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54(3), 228-239.
   Google Scholar
• Kolb, D. A. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Lumsdaine, E., & Lumsdaine, M. (1995). Creative problem solving. New York: McGraw-Hill.
   Google Scholar
• McCarthy, B. (1987). The 4MAT system: Teaching to learning styles with right/left mode techniques. Barrington, IL: Excel.
   Google Scholar
• Martini, M. (1986). An analysis of the relationship between and among computer-assisted instruction, learning style perceptual preferences, attitudes, and the science achievement of seventh grade students in a suburban New York school district. Dissertation Abstracts International, 47, 877-03A.
   Google Scholar
• McCarthy, B. (1990). Using the 4MAT system to bring learning styles to schools. Educational Leadership, 48(2), 31-37.
   Google Scholar
• Ausubel, D. P. (2000). The acquisition and retention of knowledge. Boston, MA: Kluwer.
   Google Scholar
• Bloom, B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: McKay.
   Google Scholar