References
Carey, S. (2009). The origin of concepts. Oxford: Oxford University Press.
Clement, J. (2008a). Creative model construction in scientists and students: The role of imagery, analogy, and mental simulation. New York: Springer.
Clement, J. (2008b). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 417–452). New York: Routledge.
Ericsson, A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725–747.
Ford, M. (2008). Disciplinary authority and accountability in scientific practice and teaching. Science Education, 92, 404–423.
Hennessey, M., & Beeth, M. (1993). Students’ reflective thoughts about science content: A relationship to conceptual change learning. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA. (pp. 1–32).
Kuhn, T. (1962). The structure of scientific revolutions. Chicago: Chicago Press.
Limon, L. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357–380.
Margolis, E., & Laurence, S. (1999). Concepts: Core readings. Cambridge: MIT Press.
Millman, A., & Smith, C. (1997). Darwin’s use of analogical reasoning in theory construction. Metaphor and Symbol, 12(3), 159–187.
Minstrell, J., & Kraus, P. (2005). Guided Inquiry in the Science Classroom. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: Science in the classroom (pp. 475–511). Washington, DC: National Academies Press.
Mosher, F. (2011) The Role of Learning Progressions in Standards based Education Reform, CPRE Policy Briefs, pp. 1–14.
National Research Council (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Committee on Science Learning, Kindergarten Through Eighth Grade. R. Duschl, H. Schweingruber, and A. Shouse (Eds.). Washington, DC: National Academy Press.
Nersessian, N. (2008). Creating scientific concepts. Cambridge, MA: MIT Press.
Ohlsson, S. (2011). Deep learning: How the mind overrides experience. Cambridge: Cambridge University Press.
Posner, G., Strike, K., Hewson, P., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
Smith, C., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth grade students’ epistemologies of science: The impact of school science on epistemological development. Cognition and Instruction, 18(3), 349–422.
Smith, C., Wiser, M., Anderson, C., & Krajcik, J. (2006). Implications of research on children’s learning for standards and assessment: A proposed learning progression for matter and the atomic-molecular theory. Measurement: Interdisciplinary Research and Perspectives, 4(1 & 2), 1–98.
Wiser, M., Smith, C., & Doubler, S. Learning progressions as tool for curriculum development: Lessons from the inquiry project. In A. Alonzo & A. Gotwals (Eds.), Learning progressions in sciences. Rotterdam, The Netherlands: Sense Publishing (in press).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Smith, C.L. Stellan Ohlsson: Deep Learning: How the Mind Overrides Experience . Sci & Educ 21, 1381–1392 (2012). https://doi.org/10.1007/s11191-012-9449-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11191-012-9449-5