Andrea diSessa | Academic Influence

Andrea diSessa's AcademicInfluence.com Rankings

Andrea diSessa

Psychology

#1159

World Rank

#1430

Historical Rank

Cognitive Psychology

#348

World Rank

#362

Historical Rank

psychology Degrees

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Psychology

Andrea diSessa's Degrees

PhD Psychology University of California, Berkeley
Bachelors Psychology University of California, Berkeley

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Why Is Andrea diSessa Influential?

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According to Wikipedia, Andrea A. diSessa is an education researcher and author of the book Turtle Geometry about Logo. He has also written highly cited research papers on the epistemology of physics, educational experimentation, and constructivist analysis of knowledge. He also created, with Hal Abelson, the Boxer Programming Environment at the Massachusetts Institute of Technology.

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Andrea diSessa's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Design Experiments in Educational Research (2003) (3151)
Toward an Epistemology of Physics (1993) (1853)
Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994) (1643)
Changing Minds: Computers, Learning, and Literacy (2000) (885)
What changes in conceptual change (1998) (634)
Turtle geometry : the computer as a medium for exploring mathematics (1983) (575)
Knowledge in pieces : An evolving framework for understanding knowing and learning (1988) (546)
Unlearning Aristotelian Physics: A Study of Knowledge-Based Learning (1982) (543)
Metarepresentation: Native Competence and Targets for Instruction (2004) (511)
Ontological Innovation and the Role of Theory in Design Experiments (2004) (502)
Coherence versus fragmentation in the development of the concept of force (2004) (379)
Boxer: a reconstructible computational medium (1986) (248)
Meta-representation: an introduction (2000) (236)
Why “Conceptual Ecology” is a Good Idea (2002) (212)
A bird's-eye view of the "pieces" vs "coherence" controversy (from the "pieces" side of the fence") (2013) (169)
The Cambridge Handbook of the Learning Sciences: A History of Conceptual Change Research (2005) (167)
A History of Conceptual Change Research (2014) (154)
A Principled Design for an Integrated Computational Environment (1985) (132)
The Construction of Causal Schemes: Learning Mechanisms at the Knowledge Level (2014) (112)
Dynaturtle Revisited: Learning Physics Through Collaborative Design of a Computer Model (1993) (111)
An Interactional Analysis of Clinical Interviewing (2007) (110)
Knowledge and interaction : a synthetic agenda for the learning sciences (2015) (101)
Computational Literacy and “The Big Picture” Concerning Computers in Mathematics Education (2018) (94)
Computers and exploratory learning (1995) (87)
Can research on science learning and instruction inform standards for science education? (1994) (85)
Artificial worlds and real experience (1986) (80)
Music as Embodied Mathematics: A Study of a Mutually Informing Affinity (2003) (80)
A History of Conceptual Change Research: Threads and Fault Lines (2013) (77)
How Students Learn from Multiple Contexts and Definitions: Proper Time as a Coordination Class. (2008) (74)
Local sciences: viewing the design of human-computer systems as cognitive science (1991) (73)
Students’ Criteria for Representational Adequacy (2002) (72)
Design and Design Thinking in STEM Education (2019) (72)
An Overview of Boxer. (1991) (68)
Relations between Types of Reasoning and Computational Representations (2004) (58)
Reasoning Through Instructional Analogies (2012) (58)
Turtle Geometry (1981) (57)
The third revolution in computers and education (1987) (52)
Computational Thinking Is More about Thinking than Computing (2020) (51)
A Friendly Introduction to “Knowledge in Pieces”: Modeling Types of Knowledge and Their Roles in Learning (2019) (46)
Learning about knowing (1985) (44)
Students' construction of qualitative physics knowledge: learning about velocity and acceleration in a computer microworld (1991) (41)
On Computational Thinking and STEM Education (2020) (39)
What Students Should Know About Technology: The Case of Scientific Visualization (1999) (39)
An evolving framework for describing student engagement in classroom activities (2012) (39)
On Thinking and STEM Education (2019) (38)
Momentum Flow as an Alternative Perspective in Elementary Mechanics. (1980) (37)
Transitions in Mathematics Education (2016) (37)
Microgenetic Learning Analysis: A Methodology for Studying Knowledge in Transition (2013) (34)
Models of Computation (1986) (33)
Final Report of the Brookline LOGO Project. Part II: Project Summary and Data (1979) (31)
Conceptual Change in a Microcosm: Comparative Learning Analysis of a Learning Event (2017) (29)
Quantization on hyperboloids and full space‐time field expansion (1974) (29)
Toward a scientific practice of science education (2013) (28)
On "Learnable" Representations of Knowledge: A Meaning for the Computational Metaphor. AI Memo 441. (1977) (28)
The Many Faces of a Computational Medium: Teaching the Mathematics of Motion (1995) (25)
Perspectives on Conceptual Change (2000) (24)
What Do “Just Plain Folk” Know About Physics? (2018) (20)
Images of Learning (1992) (20)
Can Students Re-Invent Fundamental Scientific Principles? Evaluating the Promise of New-Media Literacies (2008) (18)
Designing Newton’s Laws: Patterns of Social and Representational Feedback in a Learning Task (1995) (18)
Thematic Chapter: Epistemology and Systems Design (1995) (15)
Final Report of the Brookline LOGO Project. Part III: Profiles of Individual Student's Work (1979) (14)
Learning by "Cheating": Students' Inventive Ways of Using a Boxer Motion Microworld. (1991) (14)
Between Brain and Behavior: Response to Marton (1993) (14)
An elementary formalism for general relativity (1981) (13)
A “Theory Bite” on the Meaning of Scientific Inquiry: A Companion to Kuhn and Pease (2008) (13)
Changing Conceptual Change (2007) (12)
Computers and Exploratory Learning: Setting the Scene (1995) (11)
Issues in Component Computing: A Synthetic Review (2004) (11)
Computation as a physical and intellectual environment for learning physics (1980) (10)
Instructional explanations as an interface—the role of explanatory primitives (2010) (8)
What's a Situation in Situated Cognition? - A Constructionist Critique of Authentic Inquiry (2006) (7)
How should students learn? (1999) (7)
OPEN TOOLSETS: NEW ENDS (1997) (6)
Programming Revisited - The Educational Value of Computer Programming (2004) (5)
What If Your Project's Timeline is a 100 Years?: Reflections on Computational Literacies (2017) (3)
From Logo to Boxer, a New Computational Environment (1986) (3)
Reflections on Component Computing from the Boxer Project's Perspective (2004) (3)
The development of conceptual understanding through the use of computational representations (2005) (3)
Student Science Training Program in Mathematics, Physics and Computer Science. Final Report to the National Science Foundation. Artificial Intelligence Memo No. 393. (1976) (3)
Reference and data construction in Boxer (1986) (2)
How to study learning processes? reflection on methods for fine-grain data analysis (2008) (2)
Teaching movement with Boxer (1995) (2)
Five Powerful Ideas About Technology and Education (2016) (2)
Exploration zones: A framework for describing the emergent structure of learning activities (2004) (2)
Identity and knowledge (2017) (2)
Processes of Building Theories of Learning: Three Contrasting Cases (2021) (1)
Naïve Meanings of Force: Coherence vs. Fragmentation (2003) (1)
Transitions in Mathematics Education: The Panel Debate (2017) (1)
"Theory in Pieces" - the Communal Development of a Theory (2006) (1)
ICME-13 Topical Surveys (2016) (1)
WHY "CONCEPTUALECOLOGY" IS A GOOD IDEA (2002) (1)
Turtle Escapes the Plane: Some Advanced Turtle Geometry (1975) (1)
The Construction of Causal Schemes: A Cognitive Analysis with a Dialectical Point (2009) (1)
Future of programming instruction (1994) (1)
Erratum: “Momentum flow as an alternative perspective in elementary mechanics’’ [Am. J. Phys. 48, 365 (1980)] (1980) (1)
A Note from the Editor (2008) (1)
Children are not abstractions (1990) (0)
Computational Thinking Is More about Thinking than Computing (2020) (0)
Contents of Volume 6 (1977) (0)
Running head : REASONING THROUGH INSTRUCTIONAL ANALOGIES 1 Reasoning through Instructional Analogies Shulamit Kapon (2012) (0)
A more revolutionary role for educational software is possible. How Should Students Learn (1999) (0)
Systemics of Learning for a Revised Pedagogical Agenda (2020) (0)
Acknowledgment of Guest Reviewers (1999) (0)
Contents of Volume 6 (1982) (0)
Contents to Volume 6 (2003) (0)
Introduction to the Special Issue on Component Computing in Education (2004) (0)
A Conceptual and Empirical Exploration of the Concept of 'Revoicing' (2014) (0)
Conceptual Change and Developmental Teaching (2023) (0)
What Will It Mean to Be "Educated" in 2020? (2013) (0)
Reviewers acknowledgement (2011) (0)
The future of programming instruction (abstract) (1994) (0)
Editorial / A Note from the New Editor (2007) (0)
Contents to Volume 6 (2018) (0)
Unlearning Arist0telian Physics: A Study of Kn0wledge-Based Learning* (2004) (0)
Is the Sum Greater than Its Parts? Reflections on the Agenda of Integrating Analyses of Cognition and Learning (2014) (0)
Editor's Note (2012) (0)
On Thinking and STEM Education (2019) (0)
Reviewers acknowledgement (2017) (0)

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Other Resources About Andrea diSessa

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What Schools Are Affiliated With Andrea diSessa?

Andrea diSessa is affiliated with the following schools:

What Are Andrea diSessa's Academic Contributions?

Andrea diSessa is most known for their academic work in the field of psychology. They are also known for their academic work in the fields of

Andrea diSessa has made the following academic contributions:

Turtle Geometry