2013
DOI: 10.1037/a0030976
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Profiles of inconsistent knowledge in children’s pathways of conceptual change.

Abstract: Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous studies mostly were based on the categorization of answers in interview studies and led to mixed empirical results, suggesting that methodological improvements might… Show more

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Cited by 63 publications
(78 citation statements)
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References 43 publications
(72 reference statements)
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“…This would appear to fit in well with ideas concerning knowledge integration (Linn, 2006;Schneider, 2012;Schneider & Hardy, 2013;Schneider & Stern, 2009). Fragmented ideas are interlinked and coordinated within larger configurations of knowledge, and reinforcing such connections over time should result in more systematic forms of reasoning (Thaden-Koch, Dufresne, & Mestre, 2006;Wagner, 2010).…”
Section: Introductionmentioning
confidence: 70%
“…This would appear to fit in well with ideas concerning knowledge integration (Linn, 2006;Schneider, 2012;Schneider & Hardy, 2013;Schneider & Stern, 2009). Fragmented ideas are interlinked and coordinated within larger configurations of knowledge, and reinforcing such connections over time should result in more systematic forms of reasoning (Thaden-Koch, Dufresne, & Mestre, 2006;Wagner, 2010).…”
Section: Introductionmentioning
confidence: 70%
“…The application of latent transition analyses is illustrated by a study on conceptual change in the domain of children's development of the understanding of floating and sinking of objects in water (Schneider & Hardy, 2013). Using three continuous indicator variables, each assessed at three measurement occasions, a latent profile transition analysis identified five different knowledge profiles (Figure 4a).…”
Section: Model Parameters In Latent Transition Models For Longitudinamentioning
confidence: 99%
“…• these models contribute to our understanding of learning and individual differences Kleickmann, Hardy, Pollmeier, & Möller, 2011;Schneider & Hardy, 2013;Smith, Carey, & Wiser, 1985;Vosniadou & Brewer, 1992). To fully characterize learning processes research therefore needs to account for both quantitative and qualitative individual differences at a specific measurement point as well as in change over time.…”
Section: Highlightsmentioning
confidence: 99%
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