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Learning and Instruction

2001 Volume 11, Number 4

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Table of Contents

Number of articles: 7

  1. Differences between successful and less successful students while working with the CONTACT-2 strategy

    Harm J.A Biemans, Oscar R Deel & P.Robert-Jan Simons

    The CONTACT-2 strategy is characterised by CONTinuous, computer-assisted ACTivation of the conceptions of individual learners while they are processing expository texts. A previous study showed... More

    pp. 265-282

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  2. Fostering conceptual change by analogies—between Scylla and Charybdis

    Reinders Duit, Wolff-Michael Roth, Michael Komorek & Jens Wilbers

    A growing body of research shows that analogies may be powerful tools for guiding students from their pre-instructional conceptions towards science concepts. But it has also become apparent that... More

    pp. 283-303

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  3. Introducing talk and writing for conceptual change: a classroom study

    Lucia Mason

    As a naturalistic inquiry, this study has investigated in the learning environment of a class of fourth-graders the introduction of talk and writing to stimulate and sustain conceptual change in a ... More

    pp. 305-329

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  4. “Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena

    Marianne Wiser & Tamer Amin

    An account of conceptual change within the domain of thermal physics is described. In particular, the difficulties of inducing an ontological change in students' concept of heat is examined. While ... More

    pp. 331-355

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  5. On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal

    Margarita Limón

    The constructivist view of learning pays special attention to students' prior knowledge. One of the core statements of this view is the necessity of connecting students' prior knowledge with the... More

    pp. 357-380

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  6. Designing learning environments to promote conceptual change in science

    Stella Vosniadou, Christos Ioannides, Aggeliki Dimitrakopoulou & Efi Papademetriou

    It is argued that research on the acquisition of science concepts has rich implications for the teaching of science and can lead to the development of useful principles for the design of learning... More

    pp. 381-419

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  7. A re-framed conceptual change theory?

    Silvia Caravita

    pp. 421-429

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