{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,14]],"date-time":"2026-03-14T02:47:16Z","timestamp":1773456436635,"version":"3.50.1"},"reference-count":16,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2010,2,11]],"date-time":"2010-02-11T00:00:00Z","timestamp":1265846400000},"content-version":"vor","delay-in-days":10268,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Cognitive Science"],"published-print":{"date-parts":[[1982,1]]},"abstract":"<jats:p>A study of a group of elementary school students learning to control a computer\u2010implemented Newtonian object reveals a surprisingly uniform and detailed collection of strategies, at the core of which is a robust \u201cAristotelian\u201d expectation that things should move in the direction they are last pushed. A protocol of an undergraduate dealing with the same situation shows a large overlap with the set of strategies used by the elementary school children and thus a marked lack of influence of classroom physics training on this student's naive physics. The data from these two studies are pooled and elaborated into a \u201cgenetic task analysis\u201d of how one might come to understand Newtonian dynamics as a more or less natural evolution from the naive state.<\/jats:p>","DOI":"10.1207\/s15516709cog0601_2","type":"journal-article","created":{"date-parts":[[2005,7,6]],"date-time":"2005-07-06T09:32:19Z","timestamp":1120642339000},"page":"37-75","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":266,"title":["Unlearning Aristotelian Physics: A Study of Knowledge\u2010Based Learning*"],"prefix":"10.1111","volume":"6","author":[{"given":"Andrea A.","family":"DiSessa","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2010,2,11]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"crossref","DOI":"10.1016\/S0020-7373(79)80003-6","article-title":"An investigation of computer coaching for informal learning activities","author":"Burton R. R.","year":"1979","journal-title":"International Journal of Man-Machine Studies"},{"key":"e_1_2_1_3_1","volume-title":"Intuitive, non\u2010Newtonian views of motion","author":"Clement J.","year":"1977"},{"key":"e_1_2_1_4_1","volume-title":"The art of snaring dragons","author":"Cohen H.","year":"1974"},{"key":"e_1_2_1_5_1","volume-title":"Intuition as knowledge","author":"Sessa A.","year":"1978"},{"issue":"1","key":"e_1_2_1_6_1","article-title":"Computation as a physical and intellectual environment for learning physics","volume":"4","author":"Sessa A.","year":"1980","journal-title":"Computers and Education"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1145\/800179.810208"},{"key":"e_1_2_1_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1551-6708.1981.tb00867.x"},{"key":"e_1_2_1_9_1","unstructured":"Lawson R. Trowbridge D. &McDermott L.Students conceptions of dynamics. Unpublished mimeo. 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