References
- Ashe, D. & Bibi, S. (2011). Unpacking TPACK and students’ approaches to learning: Applying knowledge in pieces to Higher Education teaching and learning. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings Ascilite 2011 Hobart (pp.128-132). http://www.ascilite.org/conferences/hobart11/downloads/papers/Ashe-concise.pdf, last visited October 9, 2019.
- Barth-Cohen, L., & Braden, S. K. (2018). A continuum of knowledge structures in an observation-based field geology setting. Proceedings of International Conference of the Learning Sciences, 3, 1599-1600.
- Bengtson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlusOpen, 2, 8–14, doi.org/10.1016/j.npls.2016.01.001
- Brown, D. E. (1989). Students’ concept of force: The importance of understanding Newton’s third law. Physics Education, 24(6), 353-358.
- Chao, J., Feldon, D. F. & Cohoon, J. P. (2017). Dynamic mental model construction: A knowledge in pieces-based explanation for computing students’ erratic performance on recursion. Journal of the Learning Science, 27(3), 431-473. doi.org/10.1080/10508406.2017.1392309
- Cheek, K. A. (2010). Commentary: A summary and analysis of twenty-seven years of geoscience conceptions research. Journal of Geoscience Education, 58(3), 122-134. doi.org/10.5408/1.3544294
- Clement, J. J. (1984). Basic problem solving skills as prerequisites for advanced problem solving skills in mathematics and science. In J. M. Moser (Eds.), Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 253–433). Madison, WI: North American Chapter.
- Conrad, D. (2015). Schülervorstellungen zur Plattentektonik – Ergebnisse einer qualitativen Interviewstudie mit Schülern der neunten Jahrgangsstufe. Zeitschrift für Geographiedidaktik, 43(3), 175-204.
- Daehler, K. R., Shinohara, M., & Folsom, J. (2011). Making sense of science: Force & motion for teachers of grades 6-8. San Francisco: WestEd.
- D-EDK, Deutschschweizer Erziehungsdirektoren-Konferenz (2015). Lehrplan 21. Luzern. http://www.lehrplan21.ch, last visited October 9, 2019.
- DGfG, Deutsche Gesellschaft für Geographie (2014). Educational Standards in Geography for the Intermediate School Certificate with sample assignments. http://www.geographie.de, last visited October 9, 2019. (updated 3rd edition)
- diSessa, A., Sherin, B. & Levin, M. (2016). Knowledge analysis: An introduction. In A. diSessa, M. Levin & N. J. S. Brown (eds.), Knowledge and Interaction (pp. 30-71). New York: Routledge. doi.org/10.4324/9781315757360
- diSessa, A. A. (2018). A friendly introduction to “Knowledge in Pieces”: Modeling types of knowledge and their roles in learning. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education, ICME-13 Monographs (pp. 66-84). Cham: Springer Open. doi.org/10.1007/978-3-319-72170-5_5
- diSessa, A. A. (2008). A bird’s-eye view of the “Pieces” vs. “Coherence” controversy (from the “Pieces” side of the fence). In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 35-60). New York: Routledge.
- diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2/3), 165-255. https://doi.org/10.1080/07370008.1985.9649008
- Felzmann, D. (2013). Didaktische Rekonstruktion des Themas “Gletscher und Eiszeiten” für den Geographieunterricht. Beiträge zur Didaktischen Rekonstruktion, Bd. 41. Oldenburg: Didaktisches Zentrum Universität Oldenburg.
- Flick, U. (2009). An introduction to qualitative research. London: Sage.
- Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: de Gruyter. doi.org/10.4324/9780203793206
- Glawion, R., Glaser, R. & Sauer, H. (2009). Physische Geographie. Braunschweig: Westermann.
- Goodyear, P., Markauskaite, L., & Kali, Y. (2009). Learning design, design contexts and pedagogical knowledge-in-pieces. In The future of learning design conference proceedings (pp. 13-19). Australia, Wollongong: University of Wollongong. http://ro.uow.edu.au/fld, last visited October 9, 2019.
- Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
- Hammer, D. (2004). The variability of student reasoning, lectures 1-3. In E. F. Redish & M. Vicentini (Eds.), Research on Physics Education. Proceedings of the International School of Physics „Enrico Fermi“, Course CLVI, Vol. 156 (pp. 279-340). Bologna: Società Italiana di Fisica.
- Hammer, D. (2000). Student resources for learning introductory physics. American Journal of Physics, Physics Education Research Supplement, 68(7), 52-59.
- Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? The Journal of the Learning Sciences, 5(2), 97-127.
- Harlow D. B., Bianchini J. A., Swanson L. H. & Dwyer H. A. (2013). Potential teachers’ appropriate and inappropriate application of pedagogical resources in a model-based physics course: A “knowledge in pieces” perspective on teacher learning. Journal of Research in Science Teaching, 50(9), 1098–1126. doi.org/10.1002/tea.21108
- Harrison, A. G., & Treagust, D. F. (2002). The particulate nature of matter: Challenges in understanding the submicroscopic world. In J. K. Gilbert, O. de Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 189–212). Dordrecht: Kluwer Academic.
- Haszeldine, R. S. (2009). Carbon capture and storage: How green can black be? Science 325, 1647-1652, doi.org/10.1126/science.1172246
- Hölting, B. & Coldewey, W. G. (2009). Hydrogeologie – Einführung in die Allgemeine und Angewandte Hydrogeologie. München: Elsevier.
- IGRAC International Groundwater Resource Assessment Centre (2018). Groundwater Overview: Making the invisible visible. https://www.un-igrac.org/sites/default/files/re-sources/files/Groundwater%20overview%20-%20Making%20the%20invisible%20visible_Print.pdf, last visited October 9, 2019.
- Iszak, A. (2005). “You have to count the squares”: Applying knowledge in pieces to learning rectangular area. Journal of the Learning Sciences, 14(3), 361–403, doi.org/10.1207/s15327809jls1403_2
- Kapon, S. (2016). Unpacking sense making. Science education, 101(1), 165-198. doi.org/10.1002/sce.21248
- Kapon, S. & diSessa, A. A. (2012). Reasoning through instructional analogies. Cognition and Instruction, 30, 261–310. doi.org/10.1080/07370008.2012.689385
- Kleemann, F., Krähnke, U. & Matuschek, I. (2009). Interpretative Sozialforschung: Eine praxisori-entierte Einführung. Wiesbaden: VS
- Lane, R. & Coutts, P. (2012). Student’s alternative conceptions of tropical cyclone causes and processes. International Research in Geographical and Environmental Education, 21(3), 205-222. doi.org/10.1080/10382046.2012.698080
- Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39(1), 57-68. doi.org/10.1207/s15326985ep3901_6
- Masson, S. & Legendre, M.-F. (2008). Effects of using historical microworlds on conceptual change: A p-prim analysis. International Journal of Environmental & Science Education, 3(3), 115-130.
- McCloskey, M. (1983). Intuitive physics, Scientific American, 248, 122-130.
- Niebert, K., Marsch, S., & Treagust, D. F. (2012). Understanding needs embodiment: A theory-guided reanalysis of the role of metaphors and analogies in understanding science. Science Education, 96(5), 849–877. doi.org/10.1002/sce.21026
- Ohst, A., Fondu, B. Glogger, I., Nückles, M., & Renkl (2014). Preparing learners with partly incorrect intuitive prior knowledge for learning. Frontiers in Psychology, 5(664). doi.org/10.3389/fpsyg.2014.00664
- Orrill C. H., Eriksen Brown R. (2012). Making sense of double number lines in professional development: Exploring teachers’ understandings of proportional relationships. Journal of Mathematics Teacher Education 15(5), 381–403 doi.org/10.1007/s10857-012-9218-z
- Owen, C., Pirie, D., & Draper, G. (2011). Earth Lab: Exploring the Earth Sciences. Australia: Cengage learning.
- Parnafes, O. (2012). Developing explanations and developing understanding: Students explain the phases of the moon using visual representations. Cognition and Instruction, 30(4), 359-403, doi.org/10.1080/07370008.2012.716885
- Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, California: Sage.
- Philip, T. (2011), An “Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice, Cognition and Instruction, 29(3), 297-329. doi.org/10.1080/07370008.2011.583369
- Redish, E. F. (2004). A theoretical framework for physics education research: Modeling student thinking. In E. F. Redish & M. Vicentini (Eds.), Proceedings of the Enrico Fermi Summer School, Course CLVI (pp. 1-63). Bologna: Italian Physical Society.
- Reinders, H. (2005). Qualitative Interviews mit Jugendlichen führen. Ein Leitfaden. München: Oldenbourg.
- Reinfried, S. (2015). Der Einfluss kognitiver und motivationaler Faktoren auf die Konstruktion hydrologischen Wissens – eine Analyse individueller Lernpfade. Zeitschrift für Geographiedidaktik, 43(2), 107-138.
- Reinfried, S., Aeschbacher, U. Kienzler, P. & Tempelmann, S. (2013). Mit einer didaktisch rekonstruierten Lernumgebung Lernerfolge erzielen – das Beispiel Wasserquellen und Gebirgshydrologie. Zeitschrift für Didaktik der Naturwissenschaften, 19, 261-288.
- Reinfried, S., Aeschbacher, U., & Rottermann, B. (2012a). Improving students’ conceptual understanding of the greenhouse effect using theory-based learning materials that promote deep learning. International Research in Geographical and Environmental Education, 21(2), 155-178. doi.org/10.1080/10382046.2012.672685
- Reinfried, S., Tempelmann, S., & Aeschbacher, U. (2012b). Addressing secondary school students’ everyday ideas about freshwater springs in order to develop an instructional tool to promote conceptual reconstruction. Hydrology and Earth System Science, 16(5), 1365-1377. http://www.hydrol-earth-syst-sci.net/16/1365/2012/hess-16-1365-2012.html
- Rosenberg, S. A., Hammer, D., & Phelan, J. (2006). Multiple epistemological coherences in an eighth-grade discussion of the rock cycle. Journal of the Learning Sciences, 15(2), 261-292. doi.org/10.1207/s15327809jls1502_4
- Shelton, B. E. & Stevens, R. R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. Scott Nixon & F. Herrera (Eds.), Proceedings of the 6th international conference for the learning sciences (8 pages). Mahwah, NJ: Lawrence Erlbaum.
- Sherin, B. L., Krakowski, M. & Lee, V. R. (2012). Some assembly required: How scientific explanations are constructed during clinical interviews. Journal of Research in Science Teaching, 49(2), 166-198. doi.org/10.1002/tea.20455
- Sherin, B. L. (2006). Common sense clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43(6), 535 – 555. doi.org/10.1002/tea.20136
- Sherin, B. L. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479-541. doi.org/10.1207/s1532690xci1904_3
- Southerland, S. A., Abrams, E., Cummins, C. L., & Anzelmo, J. (2001). Understanding students’ explanations of biological phenomena: Conceptual frameworks or p-prims? Science Education, 85(4), 328-348. doi.org/10.1002/sce.1013
- Spelke, E. S. (1991). Physical knowledge in infancy: Reflections on Piaget’s theory. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 133–169). Hillsdale, NJ: Lawrence Erlbaum.
- Stamann, S., Janssen, M., & Schreier, M. (2013). Qualitative Inhaltsanalyse – Versuch einer Begriffsbestimmung und Systematisierung. Forum Qualitative Sozialforschung, 17(3). http://www.qualitative-research.net/index.php/fqs/article/view/2581/4022
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
- Taber, K. S., & García Franco, A. (2010). Learning processes in chemistry: Drawing upon cognitive resources to learn about the particulate structure of matter. Journal of the Learning Sciences, 19(1), 99-142. doi.org/10.1080/10508400903452868
- Taber, K. S. (2001). Building the structural concepts of chemistry: Some considerations from educational research. Chemistry Education: Research and Practice in Europe, 2, 123–158. https://doi.org/10.1039/B1RP90014E
- Tarbuck, E. J. & Lutgens, F. K. (2009). Earth Science. Upper Saddle River (NJ): Pearson Prentice Hall.
- Ueno, N. (1993). Reconsidering p-prims theory from the viewpoint of situated cognition. Cognition and Instruction, 10(2-3), 239–248. doi.org/10.1080/07370008.1985.9649010
- Vosniadou, S. (2013). Conceptual change in learning and instruction: The framework theory approach. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change, (pp. 11-30). New York: Routledge.
- Wagner, J. F. (2006). Transfer in pieces. Cognition and Instruction, 24(1), 1–71. doi.org/10.1080/10508406.2010.505138
- Watts, D. M., & Zylbersztajn, A. (1981). A survey of some children’s ideas about force, Physics Education, 16(6), 360-365.