Toward an Epistemology of Physics
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In this paper, an Epistemology of Physics is proposed for cognition and instruction in physics, with a focus on the physics of the human brain and its relationships with knowledge.Abstract:
(1993). Toward an Epistemology of Physics. Cognition and Instruction: Vol. 10, No. 2-3, pp. 105-225.read more
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Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition
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Capturing and modeling the process of conceptual change.
TL;DR: In this paper, a theoretical framework is proposed to explain the nature of conceptual change that takes place in the learning of physical science, and it is argued that a naive framework theory of physics is established early on in infancy and forms the basis of individuals' ontology and epistemology.
Book
Learning science in informal environments : people, places, and pursuits
TL;DR: Learning Science in Informal Environments as mentioned in this paper is an excellent reference for program and exhibit designers, evaluators, staff of science-rich informal learning institutions, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.
References
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MonographDOI
Parallel Distributed Processing: Explorations in the Microstructure of Cognition: Foundations
Book
The Architecture of Cognition
TL;DR: Adaptive Control of Thought (ACT*) as mentioned in this paper is a theory of the basic principles of operation built into the cognitive system and is the main focus of Anderson's theory of cognitive architecture.
MonographDOI
The body in the mind: The bodily basis of meaning, imagination, and reason.
TL;DR: In this article, a new account of meaning, rationality, and objectivity is given for meaning, meaning, and rationality in Western philosophy, with a focus on meaning and rationality.
Journal ArticleDOI
Categorization and Representation of Physics Problems by Experts and Novices
TL;DR: Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, and completion of the representations depends on the knowledge associated with the categories.