{"id":228650,"date":"2016-06-08T02:00:00","date_gmt":"2016-06-07T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=d212dc53a04c7e1dee8343d0c00d6a1a"},"modified":"2016-06-08T02:00:00","modified_gmt":"2016-06-07T23:00:00","slug":"students-analogical-reasoning-in-novel-situations-theory-like-misconceptions-or-p-prims","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=228650","title":{"rendered":"Students\u2019 analogical reasoning in novel situations: theory-like misconceptions or p-prims?"},"content":{"rendered":"<p>Over the past 50 years there has been much research in the area of students\u2019 misconceptions. Whilst<br \/>\nthis research has been useful in helping to inform the design of instructional approaches and<br \/>\ncurriculum development it has not provided much insight into how students reason when presented with<br \/>\na novel situation and, in particular, the knowledge they draw upon in an attempt to make predictions<br \/>\nabout that novel situation. This article reports on a study of Greek students, aged from 10 to 17<br \/>\nyears old, who were asked to make predictions in novel situations and to then provide, without being<br \/>\ntold whether their predictions were correct or incorrect, explanations about their predictions.<br \/>\nIndeed, their explanations in such novel situations have the potential to reveal how their ideas, as<br \/>\narticulated as predictions, are formed as well as the sources they draw upon to make those<br \/>\npredictions. We also consider in this article the extent to which student ideas can be se&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Over the past 50 years there has been much research in the area of students\u2019 misconceptions. Whilst<br \/>\nthis research has been useful in helping to inform the design of instructional approaches and<br \/>\ncurriculum development it has not provided much insigh&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-228650","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/228650","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=228650"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/228650\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=228650"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=228650"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=228650"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}