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Posted by admin- in Home -19/11/17var q alternativeteacherprogramnjStorybook Online Network A Storytelling Community For Children MOST POPULAR TODAY The Man. District news, updates, and schedules, plus links to individual school websites. How Do I Get My Students Over Their Alternative Conceptions Misconceptions for Learning. Alexander, P. A. 2. Psychology in learning and instruction. Upper Saddle River, NJ Pearson Education, Inc. Arnaudin, M., Mintzes, J. Students alternative conceptions of the human circulatory system A cross age study. Science Education, 6. Arnaudin, M., Mintzes, J. The cardiovascular system Childrens conceptions and misconceptions. Science and Children, 2. Atwood, R. K., Atwood, V. A. 1. 99. 6. Preservice elementary teachers conceptions of the causes of seasons. Journal of Research in Science Teaching, 3. Ayyldz, Y., Tarhan, L. Case study applications in chemistry lesson Gases, liquids, and solids. Chemistry Education Research and Practice,1. Baxter, J. 1. 99. 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Siegler Eds., Handbook of child psychology Vol 2 Perception, cognition, and language pp. New York Wiley. Champagne, A. B., Gunstone, R. F., Klopfer, L. E. 1. 98. 5. Effecting changes in cognitive structures among physics students. In H. T. West A. L. Pines Eds., Cognitive structure and conceptual change pp. Orlando, FL Academic Press. Chi, M. T. H. 1. Conceptual change within and across ontological categories Implications for learning and discovery in science. In R. Giere Ed., Minnesota studies in the philosophy of science Vol XV Cognitive models of science pp. Minneapolis, MN University of Minnesota Press. Chi, M. T. H. 2. Self explaining The dual processes of generating inference and repairing mental models. In R. Glaser Ed., Advances in instructional psychology Vol 5 Educational design and cognitive science pp. Mahwah, NJ Erlbaum. Chi, M. T. H. 2. Commonsense conceptions of emergent processes Why some misconceptions are robust. The Journal of the Learning Sciences, 1. Chinn, C. A., Brewer, W. F. 1. 99. 3. The role of anomalous data in knowledge acquisition A theoretical framework and implications for science instruction. Review of Educational Research, 6. Chinn, C. A., Brewer, W. F. 1. 99. 8. An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 3. Chinn, C. A., Malhotra, B. A. 2. 00. 2. Childrens responses to anomalous scientific data How is conceptual change impeded Journal of Educational Psychology, 9. Chiu, M. H., Lin, J. W. 2. 00. 5. Promoting fourth graders conceptual change of their understanding of electric current via multiple analogies. Journal of Research in Science Teaching, 4. Clement, J. 1. 98. Students preconceptions in introductory mechanics. American Journal of Physics, 5. Committee on Science Learning, Kindergarten through Eighth Grade 2. Taking science to school Learning and teaching science in grades K 8. Washington, DC National Academies Press. Diakidoy, I. A., Kendeou, P., Ioannides, C. Reading about energy The effects of text structure in science learning and conceptual change. Contemporary Educational Psychology, 2. Duschl, R., Osborne, J. Supporting and promoting argumentation discourse. Studies in Science Education, 3. Eryilmaz, A. 2. 00. Effects of conceptual assignments and conceptual change discussions on students misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 3. Falkner, K. P., Levi, L., Carpenter, T. P. 1. 99. 9. Childrens understanding of equality A foundation for algebra. Teaching Children Mathematics, 64, 2. Fischbein, E., Deri, M., Nello, M., Marino, M. The role of implicit models in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education,1. Gelman, R., Lucariello, J. Role of learning in cognitive development. In H. Pashler Series Ed. C. R. Gallistel Vol. Ed., Stevens handbook of experimental psychology Vol. Learning, motivation, and emotion 3rd ed., pp. New York Wiley. Goulding, M., Rowland, T., Barber, P. Does it matter Primary teacher trainees subject knowledge in mathematics. British Educational Research Journal, 2. Gunstone, R. F., Robin Gray, C. M., Searle, P. Some long term effects of uninformed conceptual change. Science Education, 7. Guzzetti, B. J. 2. Learning counter intuitive science concepts What have we learned from over a decade of research Reading Writing Quarterly, 1. Guzzetti, B. J., Snyder, T. E., Glass, G. V., Gamas, W. S. 1. 99. 3. Promoting conceptual change in science A comparative meta analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 2. Hartnett, P., Gelman, R. Early understandings of numbers Paths or barriers to the construction of new understandings Learning and Instruction, 84, 3. Hatano, G., Siegler, R. S., Richards, D. D., Inagaki, K., Stavy, R., Wax, N. The development of biological knowledge A multi national study. Cognitive Development, 8, 4. Hayes, B. K., Goodhew, A., Heit, E., Gillan, J. The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 8. Hynd, C. R. 2. 00. Refutational texts and the change process. International Journal of Educational Research, 3. Inagaki, K., Hatano, G. Young childrens nave thinking about the biological world. New York Psychology Press. Keil, F. C. 1. 97. Semantic and conceptual development An ontological perspective. Cambridge, MA Harvard University Press. Kieran, C. 1. 98. Concepts associated with the equality symbol. Educational Studies in Mathematics, 1. Kieran, C. 1. 99.