Density Curriculum

Introduction

Endnotes

  • 1 Smith, C., Carey, S., & Wiser, M., (1985). On differentiation: A case study of the concepts of size, weight, and density. Cognition, 21, 177-237.
  •    Smith, C., Maclin, D., Grosslight, L., & Davis, H. (1997). Teaching for understanding: A study of students' pre-instruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density. Cognition and Instruction, 15(3) 317-393.
  •    Smith, C., Snir, J., & Grosslight, L. (1992). Using conceptual models to facilitate conceptual change: The case of weight-density differentiation. Cognition and Instruction, 9(3), 221-283.
  • 2 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 Houghton, C., Record, K., Bell, B., & Grotzer, T.A. (2000, April). Conceptualizing density with a relational systemic model. Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), New Orleans, LA. Kohn, A. S. (1993). Preschooler's reasoning about density: Will it float? Child Development 64(6), 1637-50.
  •    Raghavan, K., Sartoris, M., & Glaser, R. (1998). Why does it go up?: The impact of the MARS curriculum as revealed through changes in student explanations of a helium balloon. Journal of Research in Science Teaching, 35(5), 547-567.
  • 4 Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. London: Routledge & Kegan Paul.
  • 5 Bliss, J. (1995). Piaget and after: The case of learning in science. Studies in Science Education, 25, 139-172.
  •    Rowell, J. A. & Dawson, C. J. (1977). Teaching about floating and sinking: An attempt to link cognitive psychology with classroom practice. Science Education, 61(2), 245-253.
  • 6 Smith, C., Maclin, D., Grosslight, L., & Davis, H. (1997). Teaching for understanding: A study of students' pre-instruction theories of matter and a comparison of the effectiveness of two approaches to teaching about matter and density. Cognition and Instruction, 15(3) 317-393.
  • 7 Grotzer, T. A. (1993). Children's understanding of complex causal relationships in natural systems. Unpublished doctoral dissertation, Harvard University, Cambridge.
  •    Perkins, D. N., & Grotzer, T. A. (2000, April). Models and moves: Focusing on dimensions of causal complexity to achieve deeper scientific understanding. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
  • 8 Andersson, B. (1986). The experiential gestalt of causation: A common core to pupils' preconceptions in science. European Journal of Science Education, 8(2), 155-171.
  •    Bullock, M., Gelman, R., & Baillargeon, R. (1982). The development of causal reasoning. In W. J. Friedman (Ed.), The developmental psychology of time (pp. 209-254). New York: Academic Press.
  •    Leslie, A.M. (1982). The perception of causality in infants. Perception, 11, 173-86.