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Materials Similar to Cognition in Scientific and Everyday Domains: Comparison and Learning Implications

• 37%: Facilitation of scientific concept learning by interpretation procedures and diagnosis
• 37%: Cognition for Interpreting Scientific Concepts: A Study of Acceleration
• 37%: Investigation of Student Learning in Thermodynamics and Implications for Instruction in Chemistry and Engineering
• 30%: How People Learn: Brain, Mind, Experience, and School - Expanded Edition
• 30%: Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases
• 29%: Applying Conceptual Conflict Strategies in the Learning of the Energy Concept
• 29%: Talking to Learn Physics and Learning to Talk Physics
• 29%: Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning
• 28%: Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
• 28%: Implications of Distributed Cognition for PER
• 28%: Cognitive Science: Problem Solving And Learning For Physics Education
• 28%: Millikan Lecture 1994: Understanding and teaching important scientific thought processes
• 28%: How an educator characterizes scientific domains and disciplinary relationships: A case of change
• 27%: SCALE-UP: Student-Centered Active Learning Environment for Undergraduate Programs
• 27%: How Do Students Learn to Apply their Mathematical Knowledge to Interpret Graphs in Physics?
• 27%: A critique of how learning progressions research conceptualizes sophistication and progress
• 26%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
• 26%: Preparing Students to Learn from Lecture: Creating a “Time for Telling” (Learning About Teaching Physics podcast)
• 26%: Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena