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Shepardson, D. P., & Moje, E. B. (1999). The role of anomalous data in restructuring fourth graders' frameworks for understanding electric circuits. International journal of science education, 21(1), p. p77.
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Ajoutée par: Lynda Taabane
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Pop. 22.25%
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Simonneaux, L. (2000). A study of pupils' conceptions and reasoning in connection with "microbes", as a contribution to research in biotechnology education. International journal of science education, 22(6), p. p619.
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Ajoutée par: Lynda Taabane
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Pop. 24.34%
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Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students' misclassifications of physics concepts: An ontological basis for conceptual change. Cognition & Instruction, 13(3), p. p373.
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Ajoutée par: Lynda Taabane
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Pop. 25.43%
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Sousa, P., Atran, S., & Medin, D. (2002). Essentialism and folkbiology: Evidence from brazil. Journal of Cognition & Culture, 2(3), p. p195–223.
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Ajoutée par: Lynda Taabane
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Pop. 30.25%
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Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.97%
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Stavy, R., & Tirosh, D. (1996). The role of intuitive rules in science and mathematics education. European Journal of Teacher Education, 19(2), p. p109.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.7%
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Straatemeier, M., van der Maas, H. L. J., & Jansen, B. R. J. (2008). Children's knowledge of the earth: A new methodological and statistical approach. Journal of Experimental Child Psychology, 100(4), pp. 276–296.
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Ajoutée par: Lynda Taabane
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Pop. 25.34%
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Taiwo, A. A., Motswiri, M. J., & Masene, R. (1999). Perceptions of the water cycle among primary school children in botswana. International journal of science education, 21(4), p. p413.
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Ajoutée par: Lynda Taabane
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Pop. 21.98%
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Tall, D., & Tirosh, D. (2001). Infinity : the never-ending struggle. Educational Studies in Mathematics, 48(2-3), p. p129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.98%
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Tall, D. (2001). Natural and formal infinities. Educational Studies in Mathematics, 48(2-3), p. p199.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.43%
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Tanner, C., & Medin, D. L. (2004). Protected values: No omission bias and no framing effects. Psychonomic Bulletin & Review, 11(1), p. p185–191.
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Ajoutée par: Lynda Taabane
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Pop. 31.79%
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Tatsuoka, K. K. (1984). Changes in error types over learning stages. Journal of educational psychology, 76(1), p. p120–129.
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Ajoutée par: Lynda Taabane
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Pop. 32.43%
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Taylor, A. K., & Kowalski, P. (2004). Naïve psychological science: The prevalence, strength, and sources of misconceptions. Psychological Record, 54(1), p. p15–25.
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Ajoutée par: Lynda Taabane
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Pop. 29.88%
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Teixeira, F. M. (2000). What happens to the food we eat? children's conceptions of the structure and function of the digestive system. International journal of science education, 22(5), p. p507.
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Ajoutée par: Lynda Taabane
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Pop. 23.07%
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Tekkaya, C. (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), p. p5–16.
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Ajoutée par: Lynda Taabane
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Pop. 30.43%
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Thiele, R. B., & Treagust, D. F. (1994). An interpretive examination of high school chemistry teachers' analogical explanations. Journal of Research in Science Teaching, 31(3), p. p227–242.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.7%
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Thompson, S. L. (2007). Inquiry in the life sciences: The plant-in-a-jar as a catalyst for learning. Science Activities: Classroom Projects and Curriculum Ideas, 43(4), p. p27.
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Ajoutée par: Lynda Taabane
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Pop. 23.07%
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Tiberghien, A. (2003). Des connaissances naives au savoir scientifiques. In M. Kail & M. Fayol (Eds.), Les sciences cognitives et l'école (pp. 353–413). Paris: Presses universitaires de France.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 23.61%
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Tilton, J. W. (1947). Individualized and meaningful instruction in arithmetic. Journal of educational psychology, 38(2), p. p83–88.
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Ajoutée par: Lynda Taabane
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Pop. 27.97%
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Tirosh, D., Stavy, R., & Cohen, S. (1998). Cognitive conflict and intuitive rules. International journal of science education, 20(10), p. p1257.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.98%
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