Affichage de 1 - 20 of 185 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Représentations naives
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Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International journal of science education, 22(7), p. p665.
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Ajoutée par: Lynda Taabane
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Pop. 36.41%
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Akkuş, H., Kadayifçi, H., Atasoy, B., & Geban, Ö. (2003). Effectiveness of instruction based on the constructivist approach on understanding chemical equilibrium concepts. Research in Science & Technological Education, 21(2), p. p209–227.
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Ajoutée par: Lynda Taabane
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Pop. 34.22%
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Anderson, J., Austin, K., Barnard, T., & Jagger, J. (1998). Do third-year mathematics undergraduates know what they are supposed to know? International Journal of Mathematical Education in Science and Technology, 29(3), p. p401.
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Ajoutée par: Lynda Taabane
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Pop. 34.03%
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Atran, S., Medin, D., Lynch, E., Vapnarsky, V., Ucan Ek', E., & Sousa, P. (2001). Folkbiology doesn't come from folkpsychology: Evidence from yukatek maya in cross-cultural perspective. Journal of Cognition & Culture, 1(1), p. p3–42.
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Ajoutée par: Lynda Taabane
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Pop. 33.67%
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Atran, S., Medin, D., Ross, N., Lynch, E., Vapnarsky, V., & Ek, E. U., et al. (2002). Folkecology, cultural epidemiology, and the spirit of the commons: A garden experiment in the maya lowlands, 1991-2001. Current Anthropology, 43(3), p. p421–450.
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Ajoutée par: Lynda Taabane
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Pop. 33.67%
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Atran, S., Medin, D. L., & Ross, N. O. (2005). The cultural mind: Environmental decision making and cultural modeling within and across populations. Psychological Review, 112(4), p. p744–776.
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Ajoutée par: Lynda Taabane
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Pop. 35.86%
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Atran, S., Medin, D. L., Ross, N., Viale, R., Andler, D., & Hirschfeld, L. (2006). Thinking about biology: Modular constraints on categorization and reasoning in the everyday life of americans, maya, and scientists. Mind & Society, 6(3), pp. 31–64.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.67%
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Atran, S., & Medin, D. L. (2008). The native mind and the cultural construction of nature. Boston, MA: MIT Press.
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Ajoutée par: Lynda Taabane
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Pop. 31.84%
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Bailenson, J. N., Shum, M. S., Atran, S., Medin, D. L., & Coley, J. D. (2002). A bird's eye view: Biological categorization and reasoning within and across cultures. Cognition, 84(1), p. p1–53.
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Ajoutée par: Lynda Taabane
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Pop. 36.86%
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Bakas, C., & Mikropoulos, T. A. (2003). Design of virtual environments for the comprehension of planetary phenomena based on students' ideas. International journal of science education, 25(8), p. p949.
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Ajoutée par: Lynda Taabane
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Pop. 36.22%
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Barker, V., & Millar, R. (1999). Students' reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International journal of science education, 21(6), p. p645.
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Ajoutée par: Lynda Taabane
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Pop. 34.22%
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Bezuidenhout, J. (1998). First-year university students' understanding of rate of change. International Journal of Mathematical Education in Science and Technology, 29(3), p. p389.
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Ajoutée par: Lynda Taabane
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Pop. 32.03%
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Bezuidenhout, J. (2001). Limits and continuity: Some conceptions of first-year students. International Journal of Mathematical Education in Science and Technology, 32(4), p. p487.
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Ajoutée par: Lynda Taabane
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Pop. 32.66%
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Bonnefon, J.-F., & Villejoubert, G. (2006). Tactful or doubtful? expectations of politeness explain the severity bias in the interpretation of probability phrases. Psychological Science, 17(9), p. p747–751.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.94%
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Borges, T. A., & Gilbert, J. K. (1999). Mental models of electricity. International journal of science education, 21(1), p. p95.
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Ajoutée par: Lynda Taabane
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Pop. 30.75%
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Boroditsky, L., & Ramscar, M. (2002). The roles of body and mind in abstract thought. Psychological Science, 13(2), p. p185.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.66%
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Brophy, J., & Alleman, J. (2003). Primary-grade students' knowledge and thinking about the supply of utilities (water, heat, and light) to modern homes. Cognition & Instruction, 21(1), p. p79–112.
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Ajoutée par: Lynda Taabane
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Pop. 33.12%
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Brosnan, T., & Reynolds, Y. (2001). Student's explanations of chemical phenomena: Macro and micro differences. Research in Science and Technological Education, 19(1), p. p69.
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Ajoutée par: Lynda Taabane
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Pop. 31.2%
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Brunyé, T. T., & Taylor, H. A. (2008). Working memory in developing and applying mental models from spatial descriptions. Journal of Memory and Language, 58(3), pp. 701–729.
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Ajoutée par: Lynda Taabane
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Pop. 30.66%
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Brunye, T. T. 2008. Building spatial mental models: Encoding and retrieving descriptions of space.
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Ajoutée par: Lynda Taabane
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Pop. 30.57%
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