Article citationsMore>>

Chi, M. T. H. (2013). Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change It, and the Learning Outcomes. In S. Vosniadou (Ed.), International Handbook of Conceptual Change (2nd ed., pp. 49-70). New York: Routledge.
https://doi.org/10.4324/9780203154472.ch3

has been cited by the following article:

• TITLE: Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics

  AUTHORS: Calvin S. Kalman, Mark Lattery, Mandana Sobhanzadeh

  KEYWORDS: Inquiry, Reflective Writing, Critical Thinking, Incommensurability, Conceptual Change

  JOURNAL NAME: Creative Education, Vol.9 No.4, April 12, 2018

  ABSTRACT: In this paper, we examine a way to deal with alternative student conceptions about force and motion in a university level introductory physics course. The course combines Reflective Writing,an activity that engages students in textual material metacognitively, and Labatorials,an in-class active learning intervention. Semi-structured interviews and student writing provide evidence of conceptual change.