Modelling Changes in Understanding: Case Studies in Physical Reasoning

by Stella Vosniadou (Editor), D. Kayser

Published as part of the "Advances in Learning and Instruction" series, "Modelling Changes in Understanding" brings together Psychologists, Science Educators and Computer Scientists to describe and explain how we develop an understanding of the physical world around us. The contributors examine how changes in our understanding and consequent learning can be modelled using computer software. Focussing on the discipline of Physics, this volume discusses the following the difference in the organisation of knowledge between experts and novices; the construction of accurate models of the learner at different stages in the knowledge acquisition process; computer models which claim to answer questions and accumulate understanding in a similar way to human beings.

312 pages, Hardcover

First published November 1, 1999

About the author

Stella Vosniadou (Greek: Στέλλα Βοσνιάδου) is Professor of Education in the College of Education, Psychology and Social Work at Flinders University. In previous academic appointments she served as Professor of Cognitive Psychology at the University of Athens, Greece, and as a Senior Research Associate at the Center for the Study of Reading, University of Illinois in Urbana-Champaign, USA.
Her area of research is learning, conceptual development and conceptual change. A large part of her work has focused on investigating how students learn science and mathematics, what are the difficulties they face in this process and how they can overcome these difficulties. She has developed educational interventions to promote students’ learning of science as well as their metacognition, executive function skills and self-regulated learning. In recent years, Prof. Vosniadou has been studying the classroom environments and teacher practices that can promote independent and self-regulated learning.
Vosniadou’s research on conceptual change is known internationally as evidenced by the number of citations to her published work. The Google scholar citation index shows 22,364 citations, h-index 61, i10 index 118. In recognition of her research contribution, she received the Society for Research in Child Development Distinguished International Contributions to Child Development Research Award in 2011. She has written numerous books and monographs, is often invited to give keynotes and invited addresses, and has published more than 150 articles and book chapters. Her books/ articles have been translated in Greek, French, Spanish, Japanese and Chinese.
Professor Vosniadou’s collaborative work has received more than 15 million in research funding, from, among others, the US National Science Foundation, the Spencer Foundation, the European Science Foundation, and the European Commission. Her recent research is funded by a DISCOVERY grant from the Australian Research Council with the title Teaching how to learn: Promoting self-regulated learning in STEM classes. (2018-2022).