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Oliva, J. M. (1999). Structural patterns in students' conceptions in mechanics. International journal of science education, 21(9), p. p903.
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Ajoutée par: Lynda Taabane
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Pop. 24.48%
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Ozay, E., & Oztas, H. (2003). Secondary students' interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 37(2), p. p68.
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Ajoutée par: Lynda Taabane
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Pop. 26.02%
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Padalkar, S., & Ramadas, J. (2008). Modeling the round earth through diagrams. Astronomy Education Review, 6(2), pp. 54–74.
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Ajoutée par: Lynda Taabane
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Pop. 24.75%
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Padalkar, S., & Ramadas, J. (2008). Modeling the round earth through diagrams. Astronomy Education Review, 6(2), pp. 54–74.
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Ajoutée par: Lynda Taabane
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Pop. 25.57%
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Palmer, D. H. (2001). Investigating the relationship between students' multiple conceptions of action and reaction in cases of static equilibrium. Research in Science and Technological Education, 19(2ov), p. p193.
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Ajoutée par: Lynda Taabane
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Pop. 24.84%
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Panagiotaki, G., Nobes, G., & Potton, A. (2009). Mental models and other misconceptions in children's understanding of the earth. Journal of Experimental Child Psychology, 104(1), pp. 52–67.
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Ajoutée par: Lynda Taabane
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Pop. 25.2%
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Pietrocola, M., & Zylbersztajn, A. (1999). The use of the principle of relativity in the interpretation of phenomena by undergraduate physics students. International journal of science education, 21(3), p. p261.
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Ajoutée par: Lynda Taabane
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Pop. 23.21%
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Pine, K. J., & Messer, D. J. (2000). The effect of explaining another's actions on children's implicit theories of balance. Cognition & Instruction, 18(1), p. p35–51.
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Ajoutée par: Lynda Taabane
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Pop. 25.75%
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Pine, K., Messer, D., & St. John, K. (2001). Children's misconceptions in primary science: A survey of teachers' views. Research in Science & Technological Education, 19(1), p. p79–96.
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Ajoutée par: Lynda Taabane
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Pop. 28.38%
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Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition & Instruction, 18(1), p. p1–34.
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Ajoutée par: Lynda Taabane
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Pop. 26.38%
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Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28(3), p. p233–242.
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Ajoutée par: Lynda Taabane
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Pop. 30.37%
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Roald, I., & Mikalsen, O. (2001). Configuration and dynamics of the earth-sun-moon system: An investigation into conceptions of deaf and hearing pupils. International journal of science education, 23(4), p. p423.
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Ajoutée par: Lynda Taabane
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Pop. 23.39%
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Ross, N. O., Medin, D. L., Coley, J. D., & Atran, S. (2003). Cultural and experimental differences in the development of folkbiological induction. Cognitive Development, 18(1), p. p25–47.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.36%
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Ross, N., Medin, D., & Cox, D. (2007). Epistemological models and culture conflict: Menominee and euro-american hunters in wisconsin. Ethos, 35(4), p. p478–515.
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Ajoutée par: Lynda Taabane
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Pop. 33.27%
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Saglam, M., & Millar, R. (2006). Upper high school students' understanding of electromagnetism. International journal of science education, 28(5), p. p543.
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Ajoutée par: Lynda Taabane
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Pop. 24.93%
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Sanger, M. J., & Greenbowe, T. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International journal of science education, 22(5), p. p521.
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Ajoutée par: Lynda Taabane
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Pop. 25.48%
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Schnotz, W., & Kurschner, C. (2008). External and internal representations in the acquisition and use of knowledge: Visualization effects on mental model construction. Instructional Science: An International Journal of the Learning Sciences, 36(3), pp. 175–190.
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Ajoutée par: Lynda Taabane
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Pop. 17.41%
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Sewell, A. (2002). Cells and atoms--are they related? Australian Science Teachers' Journal, 48(2), p. p26.
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Ajoutée par: Lynda Taabane
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Pop. 23.93%
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Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, pp. 1–36.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 18.95%
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She, H.-C. (2002). Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: A study of air pressure and buoyancy. International journal of science education, 24(9), p. p981.
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Ajoutée par: Lynda Taabane
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Pop. 19.67%
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