Abstract
No public abstract is available from the verified source records.
Contact and support
Need help, have a question, or want to contact the ResearchHub team?
© 2026 ResearchHub. Built for responsible scholarly connection.
Privacy-aware community infrastructureMargarita Limón
Abstract
Authors
Institutions
Provenance
crossref
Confidence 100%
unpaywall
Confidence 95%
openalex
Confidence 95%
datacite
Confidence 0%
No local reference links have been materialized yet.
No local citing links have been materialized yet.
The past, the present and future of knowledge research: A reexamination of the role of knowledge in learning and instruction
10.1080/00461520.1996.10524941 · 1996
How students and teachers in Singapore and the United States conceptualize knowledge and beliefs: positioning learning within epistemological frameworks
10.1016/s0959-4752(97)00004-2 · 1998
Desarrollo del razonamiento y cambio conceptual en la comprensión de la flotación [Development of reasoning and conceptual change in floatation understanding]
1996
My side bias in thinking about abortion
10.1080/13546789508256909 · 1995
Confirmation and matching biases in hypothesis testing
10.1080/02724988843000122 · 1988
Teaching for conceptual change: using status as a metacognitive tool
10.1002/(sici)1098-237x(199806)82:3<343::aid-sce3>3.0.co;2-c · 1998
Unresolved referenced work
1993
Re-framing and modeling the processes of conceptual change
10.1016/0959-4752(94)90020-5 · 1994
Unresolved referenced work
1985
Effecting changes in cognitive structures among physical students
1985
Knowledge building as a mediator of conflict in conceptual change
10.1207/s1532690xci1501_1 · 1997
Conceptual change within and across ontological categories: examples from learning and discovery in science
1992
The ontological coherence of intuitive physics
10.1080/07370008.1985.9649011 · 1993
From things to processes: a theory of conceptual change for learning science concepts
10.1016/0959-4752(94)90017-5 · 1994
The role of anomalous data in knowledge acquisition: a theoretical framework and implications for science education
10.3102/00346543063001001 · 1993
An empirical text of a taxonomy of responses to anomalous data in science
10.1002/(sici)1098-2736(199808)35:6<623::aid-tea3>3.0.co;2-o · 1998
A critique of social constructivist explanations of knowledge change
1998
Knowledge in pieces
1988
Towards an epistemology of physics
10.1080/07370008.1985.9649008 · 1993
Applying the “cognitive conflict” strategy for conceptual change—some implications, difficulties and problems
10.1002/sce.3730740506 · 1990
Constructivist approaches to science teaching
1995
Pupils and paradigms: A review of literature related to concept development in adolescent science students
10.1080/03057267808559857 · 1978
Theories-in-action, some theoretical and empirical issues in the study of students' conceptual frameworks in science
10.1080/03057268308559904 · 1983
Reconceptualizing change in the cognitive construction of knowledge
10.1080/00461520.1998.9653294 · 1998
How scientists really reason: scientific reasoning in real-world laboratories
1995
Studying conceptual change in learning physics
10.1002/sce.3730760605 · 1992
Unresolved referenced work
1989
Learning and instruction: an examination of four research perspectives in science education
10.3102/00346543058003251 · 1988
Disconfirmation and dual hypotheses on a more difficult version of Wason's 2–4–6 task
1987
Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education
10.2307/747886 · 1993
Conceptual change and contextualization
1999
Epistemological beliefs in introductory physics
10.1207/s1532690xci1202_4 · 1994
Metacognition in teaching and learning: An introduction [Special issue]
10.1023/a:1003023628307 · 1998
The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning
10.3102/00346543067001088 · 1997
Teaching evolution using historical arguments in a conceptual change strategy
10.1002/sce.3730790203 · 1995
The social nature of knowing: toward a sociocultural perspective on conceptual change and knowledge construction
1998
Bias in adolescents' everyday reasoning and its relationship with intellectual ability, personal theories and self-serving motivation
10.1037/0012-1649.33.2.273 · 1997
What is confirmation bias and when do people actually have it?
1993
Unresolved referenced work
1991
Unresolved referenced work
1988
The central role of fallacious thinking in science education
10.1002/(sici)1098-237x(199707)81:4<483::aid-sce7>3.0.co;2-8 · doi-reference
Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs
10.1002/(sici)1098-2736(199802)35:2<145::aid-tea5>3.0.co;2-s · doi-reference
Strategies in K-12 science instruction to promote conceptual change
10.1002/(sici)1098-237x(199807)82:4<455::aid-sce3>3.0.co;2-a · doi-reference
Mental models of the earth: A study of conceptual change in childhood
10.1016/0010-0285(92)90018-w · doi-reference
Theories of knowledge restructuring in development
10.3102/00346543057001051 · doi-reference
Capturing and modeling the process of conceptual change
10.1016/0959-4752(94)90018-3 · doi-reference
Conceptual change in science and science education
10.1002/sce.3730760209 · doi-reference
A multidimensional framework for interpreting conceptual change events in the classroom
10.1002/(sici)1098-237x(199707)81:4<387::aid-sce2>3.0.co;2-8 · doi-reference
Promoting student teacher learning through conceptual change or direct instruction
10.1016/s0742-051x(97)80002-9 · doi-reference
Conceptual change or multiple representations?
10.1016/0959-4752(94)90021-3 · doi-reference
The development of epistemological beliefs among secondary students: a longitudinal study
10.1037/0022-0663.89.1.37 · doi-reference
Epistemological development and academic performance among secondary students
10.1037/0022-0663.85.3.406 · doi-reference
Accommodation of a scientific conception: toward a theory of conceptual change
10.1002/sce.3730660207 · doi-reference
Reliability and predictive validity of the motivational strategies for learning questionnaire
10.1177/0013164493053003024 · doi-reference
Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change
10.3102/00346543063002167 · doi-reference
10.1207/s15326985ep3004_1
10.1207/s15326985ep3004_1 · doi-reference
The elaboration likelihood model of persuasion
10.1016/s0065-2601(08)60214-2 · doi-reference
Knowledge restructuring in the life sciences: a longitudinal study of conceptual change in biology
10.1002/(sici)1098-237x(199704)81:2<193::aid-sce5>3.0.co;2-a · doi-reference
Discussing the greenhouse effect: children's collaborative discourse reasoning and conceptual change
10.1080/1350462980040105 · doi-reference
10.1016/s0959-4752(00)00042-6
10.1016/s0959-4752(00)00042-6 · doi-reference
Role of anomalous data and epistemological beliefs in middle school students' theory change about two controversial topics
10.1007/bf03173183 · doi-reference
Sharing cognition to construct scientific knowledge in school context: the role of oral and written discourse
10.1023/a:1003103213786 · doi-reference
Collaborative reasoning on self-generated analogies: conceptual growth in understanding scientific phenomena
10.1080/1380361960020401 · doi-reference
Conceptual change and anomalous data: A case study in the domain of natural sciences
10.1007/bf03173085 · doi-reference
The case for motivated reasoning
10.1037/0033-2909.108.3.480 · doi-reference
Contemplation and conceptual change: integrating perspectives from social and cognitive psychology
10.1006/drev.1997.0449 · doi-reference