Pressure Introduction Icon Causal Patterns in Air Pressure Phenomena
Introduction

Pressure > Introduction > Endnotes for Introduction
Endnotes for Introduction

1 Grotzer, T. A. & Bell, B. (1999). Negotiating the funnel: Guiding students toward understanding elusive generative concepts. In L. Hetland & S. Veenema (Eds.) The Project Zero Classroom: Views on Understanding. Fellows and Trustees of Harvard College.

2 e.g. Smith, C., Carey, S., & Wiser, M., (1985). On differentiation: A case study of the concepts of size, weight, and density. Cognition, 21, 177-237.

3 Driver, R., Leach, J., Scott, P., & Wood-Robinson, C. (1994). Young people's understanding of science concepts: Implications of cross-age studies for curriculum planning. Studies in Science Education, 24, 75-100.

Driver, R., Leach, J., Scott, P., & Wood-Robinson, C. (1994). Children's ideas about ecology 3: Ideas found in children aged 5-16 about the interdependency of organisms. International Journal of Science Education, 985-997.

4 Slotta, J. D. (1997). Understanding constraint-based processes: A precursor to conceptual change in physics. Unpublished doctoral dissertation. Pittsburgh, PA: University of Pittsburgh.

Slotta, J. D. & Chi, M. T. (1999, March). Overcoming robust misconceptions through ontology training. Unpublished paper.

5 Burke, J. (1978). Connections. Boston: Little, Brown & Company.

6 Tytler, R. T. (1998). Students' conceptions of air pressure: Exploring the nature of conceptual change. International Journal of Science Education, 20(8), 929-958.

7 Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students' perceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587-597.

8 deBerg, K. C. (1995). Student understanding of the volume, mass, and pressure of air within a sealed syringe in different states of compression. Journal of Research in Science Teaching, 32(8), 871-884.

9 Sere, M. (1982). A study of some frameworks used by pupils aged 11-13 years in the interpretation of air pressure. European Journal of Science Education, 4(3), 299-309.

10 Engel Clough, E. & Driver, R. (1985). What do students understand about pressure in fluids? Research in Science & Technological Education, 3(2), 133-144.

11 Giese, P. A. (1987, June). Misconceptions about water pressure. Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics, vol. II. Ithaca, NY, Cornell University.

12 Kariotoglou, P., Psillos, D., & Vallassiades, O. (1990). Understanding pressure: Didactical transpositions and pupils conceptions. Physics Education, 25(2): 92-96.

13 e.g. Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems approach to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19.

14 Wilensky & Resnick (1999).

15 Ritscher, R., Lincoln, R. & Grotzer, T. A. (2003, March). Understanding density and pressure: How students' meaning-making impacts their transfer of causal models. Paper presented at the National Association of Research in Science Teaching (NARST) Conference, Philadelphia.

16 Grotzer, T. A. (1993). Students' understanding of complex causal relationships in natural systems. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

17 Engel Clough, E. & Driver, R. (1985). What do students understand about pressure in fluids? Research in Science & Technological Education. 3(2), 133-144.

18 Basca, B. B. & Grotzer, T. A. (2001, April). Focusing on the nature of causality in a unit on pressure: How does it affect students' understanding? Paper presented at the annual conference of the American Educational Research Association, Seattle.


©2003, President and Fellows of Harvard College, Understandings of Consequence Project