I have mainly focused on university students’ conceptions and concept learning as well as conceptual change. While my research is in the fields of physics education resesarch and science education, I’ve drawn insight from cognitive science and philosophy of science / science studies and look to integrate these into my work. My PhD project was funded by the doctoral program of school, education, society and culture (SEDUCE). The thesis can be read here.
Kokkonen, T., Schalk, L. (2020) One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education. Educational Psychology Review (2020). https://doi.org/10.1007/s10648-020-09581-7 (pdf)
Kokkonen, T. (2017). Models as relational categories. Science & Education, 21(7-9), 777-798. https://doi.org/10.1007/s11191-017-9928-9 (pdf)
Thurn, C., Hänger, B, & Kokkonen, T. (2020). Concept Mapping in Magnetism and Electrostatics: Core Concepts and Development over Time, Education Sciences, 10, 129. https://doi.org/10.3390/educsci10050129 (pdf)
Kokkonen, T., & Mäntylä, T. (2018). Changes in University Students’ Explanation Models of DC Circuits. Research in Science Education 48(4), 754-775. https://doi.org/10.1007/s11165-016-9586-y (pdf)
Kokkonen, T., & Laherto A., (2018). Tiedeopetuksen muuttuvat tavoitteet – sisältötiedosta luonnontieteelliseen lukutaitoon. Ainedidaktiikka, 2(1), 20-38 (pdf)
Complete list of publications and activities can be found in research database Tuhat.