Affichage de 101 - 120 of 185 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Représentations naives
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Liegeois, L., & Mullet, E. (2002). High school students' understanding of resistance in simple series electric circuits. International journal of science education, 24(6), p. p551.
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Ajoutée par: Lynda Taabane
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Pop. 20.58%
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Lynch, E., & Medin, D. (2006). Explanatory models of illness: A study of within-culture variation. cognitive psychology, 53(4), p. p285.
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Ajoutée par: Lynda Taabane
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Pop. 28.92%
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MacGregor, M., & Stacey, K. (1997). Students' understanding of algebraic notation: 11-15. Educational Studies in Mathematics, 33(1), p. p1.
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Ajoutée par: Lynda Taabane
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Pop. 29.01%
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MacWhinney, B. (2008). How mental models encode embodied linguistic perspectives. In Embodiment, ego-space, and action (pp. 369–409). Psychology Press.
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Ajoutée par: Lynda Taabane
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Pop. 22.03%
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Madison, S., & Gifford, J. (2002). Modular programming: Novice misconceptions. Journal of Research on Technology in Education, 34(3).
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Ajoutée par: Lynda Taabane
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Pop. 20.49%
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Marmaroti, P., & Galanopoulou, D. (2006). Pupils' understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International journal of science education, 28(4), p. p383.
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Ajoutée par: Lynda Taabane
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Pop. 25.48%
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Mayer, R. E. (1996). Learners as information processors: Legacies and limitations of educational psychology's second metaphor. Educational Psychologist, 31(3), p. p151–161.
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Ajoutée par: Lynda Taabane
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Pop. 29.37%
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McCloskey, M. (1983). Intuitive physics. Scientific American, 248(4), pp. 122–130.
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Ajoutée par: Lynda Taabane
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Pop. 15.59%
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McFadden, T. G. (2001). Understanding the internet: Model, metaphor, and analogy. Library Trends, 50(1), p. p87.
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Ajoutée par: Lynda Taabane
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Pop. 20.58%
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Medin, D. L., & Atran, S. (2004). The native mind: Biological categorization and reasoning in development and across cultures. Psychological Review, 111(4), p. p960–983.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.46%
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Medin, D. L., Ross, N. O., Atran, S., Cox, D., Coley, J., Proffitt, J. B., & Blok, S. V. (2006). Folkbiology of freshwater fish. Cognition, 99(3), pp. 237–273.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.19%
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Medin, D. L., Ross, N. O., Cox, D., & Atran, S. (2007). Why folkbiology matters: Resource conflit despite shared goals and knowledge. Human Ecology, 35, pp. 315–329.
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Ajoutée par: Lynda Taabane
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Pop. 27.83%
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Meier, B. P., Hauser, D. J., Robinson, M. D., Friesen, C. K., & Schjeldahl, K. (2007). What's 'up' with god? vertical space as a representation of the divine. Journal of Personality and Social Psychology, 93(5), p. p699–710.
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Ajoutée par: Lynda Taabane
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Pop. 31.46%
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Mevarech, Z. Z. (1983). A deep structure model of students' statistical misconceptions. Educational Studies in Mathematics, 14, pp. 415–429.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.76%
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Monaghan, F. (2000). What difference does it make? children's views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2), p. p179.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.4%
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Núñez, R. E., & Lakoff, G. (1998). What did weierstrass really define? the cognitive structure of natural and continuity. Mathematical Cognition, 4(2), p. p85.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.93%
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Newman, P. A., Seiden, D. S., Roberts, K. J., Kakinami, L., & Duan, N. (2009). A small dose of hiv? hiv vaccine mental models and risk communication. Health Education & Behavior, 36(2), pp. 321–333.
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Ajoutée par: Lynda Taabane
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Pop. 26.65%
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Nobes, G., Moore, D. G., Martin, A. E., Clifford, B. R., Butterworth, G., Panagiotaki, G., & Siegal, M. (2003). Children’s understanding of the earth in a multicultural community: Mental models or fragments of knowledge? Developmental Science, 6(1), p. p72–85.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.83%
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Nobes, G., & Panagiotaki, G. (2007). Adults' representations of the earth: Implications for children's acquisition of scientific concepts. British Journal of Psychology, 98(4), pp. 645–665.
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Ajoutée par: Lynda Taabane
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Pop. 28.92%
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Nobes, G., & Panagiotaki, G. (2009). Mental models or methodological artefacts? adults' 'naïve' responses to a test of children's conceptions of the earth. British Journal of Psychology, 100(2), pp. 347–363.
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Ajoutée par: Lynda Taabane
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Pop. 23.03%
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