CONCEPTUAL DEVELOPMENT IN SCHOOL-AGED CHILDREN: THE IMPACT OF TEACHING

answers

[1]  M. Holquist.  Dialogism: Bakhtin and His World , 1990 .

[2]  P. Tulʹviste.  The Cultural-Historical Development of Verbal Thinking , 1991 .

[3]  R. Gillies,et al.  The effects of gender and ability on students’ behaviours and interactions in classroom-based work groups , 1995 .

[4]  C. Howe,et al.  The acquisition of conceptual knowledge in science by primary school children , 1996 .

[5]  Stella Vosniadou,et al.  Mental Models of the Day/Night Cycle , 1994, Cogn. Sci..

[6]  D. Laplane.  Thought and language. , 1992, Behavioural neurology.

[7]  J. Wertsch,et al.  Multivoicedness in Historical Representation: American College Students' Accounts of the Origins of the United States , 1994 .

[8]  Edmund A. Marek.  Understandings and Misunderstandings of Biology Concepts , 1986 .

[9]  Judith A. Markowitz,et al.  The development of defining style , 1988 .

[10]  Reinders Duit,et al.  Bibliography. Students' Alternative Frameworks and Science Education. 2nd Edition. , 1988 .

[11]  E. Rosch.  Cognitive Representations of Semantic Categories. , 1975 .

[12]  J. Baxter.  Children's understanding of familiar astronomical events , 1989 .

[13]  The Development of Word Definition in Children , 1969 .

[14]  C. Snow,et al.  The development of definitional skill , 1990, Journal of Child Language.

[15]  W. Brewer,et al.  Mental models of the earth: A study of conceptual change in childhood , 1992, Cognitive Psychology.

[16]  Lev Vygotsky.  Mind in society , 1978 .

[17]  R. Driver,et al.  Children's Ideas in Science , 1985 .

[18]  Eve Kikas.  The Development of Word Definitions in Children , 1993 .

[19]  Jeanne M. De Temple,et al.  Language processing in bilingual children: Giving formal definitions: a linguistic or metalinguistic skill? , 1991 .

[20]  Bonnie E. Litowitz,et al.  Learning to make definitions , 1977, Journal of Child Language.

[21]  R. Watson.  Towards a theory of definition , 1985, Journal of Child Language.

[22]  S. Vosniadou.  Capturing and modeling the process of conceptual change. , 1994 .

[23]  L. S. Vygotski.  II. The Problem of the Cultural Development of the Child , 1929 .

[24]  Walter Dick,et al.  How Does the Textbook Contribute to Learning in a Middle School Science Class , 1994 .

[25]  F. Keil.  Concepts, Kinds, and Cognitive Development , 1989 .

[26]  C. Howe,et al.  Task design as an influence on dialogue and learning: primary school group work with object flotation , 1993 .

[27]  A. N. Leont’ev.  The Problem of Activity in Psychology , 1974 .

[28]  D. Carr.  : Voices of the Mind: A Sociocultural Approach to Mediated Action , 1992 .

[29]  A developmental study of word definitions. , 1965, The Journal of genetic psychology.

[30]  A. Tiberghien.  Modeling as a basis for analyzing teaching-learning situations , 1994 .

[31]  M. Silverstein.  Shifters, linguistic categories, and cultural description , 1976 .

[32]  M. Cole,et al.  Cognitive Development: Its Cultural and Social Foundations , 1976 .

[33]  Mitchell Rabinowitz,et al.  Organization and Information Retrieval. , 1983 .

[34]  Shawn M. Glynn,et al.  Learning Science in the Schools : Research Reforming Practice , 1995 .

[35]  B. Benelli.  If it is a dog, can it be an animal? the role of metalinguistic knowledge in the acquisition of linguistic superordination , 1988 .

[36]  Qualitative levels in children's vocabularies. , 1962 .

[37]  Barbara Y. White,et al.  Sources of Difficulty in Understanding Newtonian Dynamics , 1983, Cogn. Sci..

[38]  L. Arcuri,et al.  Cognitive and linguistic factors in the development of word definitions , 1988, Journal of Child Language.

[39]  S. Carey.  Conceptual Change in Childhood , 1985 .

[40]  Kerstin Bergqvist,et al.  Conceptually blindfolded in the optics laboratory. Dilemmas of inductive learning , 1994 .

[41]  Catherine E. Snow,et al.  Interrelationships among Prereading and Oral Language Skills in Kindergartners from Two Social Classes. , 1987 .

[42]  Edmund A. Marek,et al.  Understandings and misunderstandings of eighth graders of four physics concepts found in textbooks , 1990 .

[43]  M. Chi,et al.  From things to processes: A theory of conceptual change for learning science concepts , 1994 .

[44]  M. Cole,et al.  The cultural context of learning and thinking. An Exploration in Experimental Anthropology. , 1971 .

[45]  M. Cole,et al.  The psychology of literacy , 1983 .

[46]  J. Lemke.  Talking Science: Language, Learning, and Values , 1990 .

[47]  A. Albanese,et al.  Models in Science and in Education: A Critical Review of Research on Students' Ideas About the Earth and its Place in the Universe , 1997 .

[48]  D. Medin,et al.  The role of theories in conceptual coherence. , 1985, Psychological review.

[49]  M. Dunkin,et al.  The International encyclopedia of teaching and teacher education , 1987 .

[50]  Catherine E. Snow,et al.  Definitions and Definite Noun Phrases: Indicators of Children's Decontextualized Language Skills , 1986 .

[51]  U. Neisser.  Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization , 1989 .

[52]  I. Lorge,et al.  Qualitative differences in the vocabulary responses of children , 1950 .

[53]  Caryl Emerson,et al.  Mikhail Bakhtin: The Dialogical Principle , 1986 .

[54]  Carol L. Smith,et al.  Understanding models and their use in science: Conceptions of middle and high school students and experts , 1991 .

[55]  L. Worrall,et al.  Children's knowledge of the earth's shape and its gravitational field , 1995 .

[56]  R. Rieber,et al.  The Instrumental Method in Psychology , 1997 .

[57]  S. Vosniadou.  Knowledge Acquisition and Conceptual Change , 1992 .