Add to ORKGIn a recent letter to the editor (2016 Phys. Educ. 51 066503), Schumayer and Scott raised concerns about one of the novel situations presented in our article titled 'Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims?' (2016 Phys. Educ. 51 044003). We greatly appreciate their interest in our study and in this reply we address the concerns raised
The use of analogies as reasoning tools that play a key role in human cognition at all ages has been...
Pupils come to physics lessons with some scientifically wrong ideas, sometimes referred to as miscon...
Bartsch in her comment to our paper rst presents a theoretical reason why false belief understanding...
In a recent letter to the editor (2016 Phys. Educ. 51 066503), Schumayer and Scott raised concerns a...
Over the past 50 years there has been much research in the area of students' misconceptions. Whilst ...
Over the past 50 years there has been much research in the area of students’ misconceptions. Whilst...
Research in science education has extensively defended the use of analogies as an effective instruct...
This small scale pilot study was the first stage of a larger cross age study designed to investigat...
This cross age study was designed to investigate students’ predictions in novel situations and the r...
Research in science education has extensively defended the use of analogies as an effective instru...
Analogies as tools for meaning making have been of interest to scientists, educators and philosopher...
Analogies as tools for meaning making have been of interest to scientists, educators and philosopher...
In this paper, we report on a cross-age in which students were asked to make predictions in situatio...
Since the mid-1970s a large body of research in science education has focused on identifying studen...
This cross age study was designed to investigate students’ predictions in novel situations and the r...
The use of analogies as reasoning tools that play a key role in human cognition at all ages has been...
Pupils come to physics lessons with some scientifically wrong ideas, sometimes referred to as miscon...
Bartsch in her comment to our paper rst presents a theoretical reason why false belief understanding...
In a recent letter to the editor (2016 Phys. Educ. 51 066503), Schumayer and Scott raised concerns a...
Over the past 50 years there has been much research in the area of students' misconceptions. Whilst ...
Over the past 50 years there has been much research in the area of students’ misconceptions. Whilst...
Research in science education has extensively defended the use of analogies as an effective instruct...
This small scale pilot study was the first stage of a larger cross age study designed to investigat...
This cross age study was designed to investigate students’ predictions in novel situations and the r...
Research in science education has extensively defended the use of analogies as an effective instru...
Analogies as tools for meaning making have been of interest to scientists, educators and philosopher...
Analogies as tools for meaning making have been of interest to scientists, educators and philosopher...
In this paper, we report on a cross-age in which students were asked to make predictions in situatio...
Since the mid-1970s a large body of research in science education has focused on identifying studen...
This cross age study was designed to investigate students’ predictions in novel situations and the r...
The use of analogies as reasoning tools that play a key role in human cognition at all ages has been...
Pupils come to physics lessons with some scientifically wrong ideas, sometimes referred to as miscon...
Bartsch in her comment to our paper rst presents a theoretical reason why false belief understanding...