Bibliographie

( en anglais )

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Chi, M.T.H., Feltovich, P.J., & Glaser, R. (1980). Categorization and representation of physics problems by novices and experts. Cognitive Science, 5, 121-152.
Clement, J., Brown, D.E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding "anchoring conceptions" for grounding instruction on students' intuitions. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Cohen, R., Eylon, B., & Ganeil, U. (1983). Potential differences and current in simple electric circuits: A study of students' concepts. American Journal of Physics, 51, 407-412.
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Gentner, D. & Gentner, D.R., (1983). Flowing waters or teeming crowds: Mental models of electricity. In D. Gentner & A.L. Stevens (Eds.), Mental models. Hillsdale, NJ: Earlbaum.
Ginsburg, H. & Opper, S. (1979). Piaget's theory of intellectual development. Englewood Cliffs, NJ: Prentice-Hall.
Glaserfeld, E.V. (1984). An introduction to radical constructivism. In P. Watzlawick (Ed.), The invented reality. New York: W.W. Norton.
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Halhoun, I.A., & Hestenes, D. (1985a). The initial knowledge state of college physics students. American Journal of Physics, 53, 1043-1055.
Halhoun, I.A., & Hestenes, D. (1985b). Common sense concepts about motion. American Journal of Physics, 53, 1056-1065.
Hammer, D.M. (1991). Defying commonsense: Epistemological beliefs in an introductory physics course. Unpublished doctoral dissertation, University of California, Berkeley.
Harel, I. & Papert, S. (Eds.) (1991). Constructionism. Norwood, NJ: Ablex.
Hickman, M. (1985). The implications of discourse skills in Vygotsky's developmental theory.
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Keil, F.C. (1979). Semantic and conceptual development. An ontological perspective. Cambridge, MA: Harvard University Press.
Knorr, Karin. (1981). The manufacture of knowledge: An essay on the constructivist and contextual nature of science. Oxford: Pergammon Press.
Koedinger, K.R. & Anderson, J.R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 114(4), 511-550.
Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.
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Lewis, E.L. (1991). The process of scientific knowledge acquisition of middle school students learning thermodynamics. Unpublished doctoral dissertation. University of California, Berkeley.
Lightman, A.P. (1989). Magic on the mind: Physicists' use of metaphor. The American Scholar, Winter issue, 97-101.
McCloskey, M. (1983). Naive theories of motion. In D. Gentner & A.L. Stevens (Eds.), Mental models. Hillsdale, NJ: Earlbaum.
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Moschkovich, J.N. (1992). Making sense of linear equations and graphs : an analysis of students' conceptions and language use. Unpublished doctoral dissertation. University of California, Berkeley.
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Newman, D., Griffith, P., & Cole, M. (1989). The construction zone: working for cognitive change in school. Cambridge, UK: Cambridge University Press.
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Palinscar, A.S. & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, Hillsdale, NJ: Lawrence Earlbaum.
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Posner, G.J. & Gertzog, W.A. (1982). The clinical interview and the measurement of conceptual change, Science Education, 66, 195-209.
Posner, G.J, Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66(2), 211-227.
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Resnick, M. (1992). Beyond the centralized mindset: Explorations in massively parallel microworlds. Unpublished doctoral dissertation. Massachusetts Institute of Technology.
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Roschelle, J. (May 1994). Collaborative Inquiry: Reflections on Dewey and Learning Technology. The Computing Teacher. 3-9.
Roschelle, J. (1991). Students' construction of qualitative physics knowledge: Learning about velocity and acceleration in a computer microworld. Unpublished doctoral dissertation, University of California, Berkeley.
Roschelle, J. and Clancey, W.J. (1992). Learning as social and neural. Educational Psychologist, 27, 435-453.
Roschelle, J. & Goldman, S. (1991). VideoNoter: A productivity tool for video data analysis. Behavior Research Methods, Instruments, and Computers, 23, 219-224.
Schön, D. (1979). Generative metaphor. A perspective on problem-setting in social policy. In A. Ortony (Ed.), Metaphor and thought. Cambridge: Cambridge University Press.
Scott, P.H., Asoko, H.M., Driver, R.H. (1991). Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg, & H. Niedderer, Research in Physics Learning: Theoretical issues and empirical studies. Kiel, Germany: IPN.
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Smith, J.P., diSessa, A.A., Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115-163.
Songer, N.B. (1989). Promoting integration of instructed and natural world knowledge in thermodynamics. Unpublished Doctoral Dissertation. University of California, Berkeley.
Spohrer, J.C., Soloway, E., & Pope, E. (1989). A goal/plan analysis of buggy Pascal programs. In E. Soloway & J.C. Spohrer (Eds.) Studying the novice programmer (pp. 355-399). Hillsdale, NJ: Lawrence Erlbaum Associates.
Strike, K.A. & Posner, G.J. (1985). A conceptual change view of learning and understanding. In L.H.T. West and A.L. Pines (Eds.), Cognitive Structure and Conceptual Change. New York: Academic Press.
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