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Tirosh, D. (1999). Finite or infinite sets : definitions and intuituions. International Journal of Mathematics Education in Science and Technology, 30(3), pp. 341–349.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.6%
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Tirosh, D., & Tsamir, P. (2004). What can mathematics education gain from the conceptual change approach? and what can the conceptual change approach gain from its application to mathematics education? Learning and Instruction, 14(5), p. p535–540.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.42%
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Trumper, R. (1999). A longitudinal study of physics students' conceptions of force in pre-service training for high school teachers. European Journal of Teacher Education, 22(2&3), p. p247.
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Ajoutée par: Lynda Taabane
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Pop. 24.52%
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Trumper, R. (2001). A cross-age study of senior high school students' conceptions of basic astronomy concepts. Research in Science and Technological Education, 19(1), p. p97.
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Ajoutée par: Lynda Taabane
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Pop. 25.34%
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Tsai, C.-C. (2001). Ideas about earthquakes after experiencing a natural disaster in taiwan: An analysis of students' worldviews. International journal of science education, 23(10), p. p1007.
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Ajoutée par: Lynda Taabane
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Pop. 23.61%
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Tsamir, P. (2001). When "the same" is not perceived as such: The case of infinite sets. Educational Studies in Mathematics, 48(2-3), p. p289.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.52%
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Twidle, J. (2006). Is the concept of conservation of volume in solids really more difficult than for liquids, or is the way we test giving us an unfair comparison? Educational Research, 48(1), p. p93–109.
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Ajoutée par: Lynda Taabane
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Pop. 29.52%
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Tytler, R. (2000). A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: Dimensions of conceptual progression. International journal of science education, 22(5), p. p447.
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Ajoutée par: Lynda Taabane
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Pop. 21.16%
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Van Dooren, W., De Bock, D., Depaepe, F., Janssens, D., & Verschaffel, L. (2003). The illusion of linearity: Expanding the evidence towards probabilistic reasoning. Educational Studies in Mathematics, 53(2), p. p113.
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Ajoutée par: Lynda Taabane
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Pop. 27.16%
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Vitkin, A., Coley, J. D., & Kane, R. (2004). The role of experience in the development of biological reasoning in children. Paper presented at the 45 th Annual Meeting of the Psychonomic Society,
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Ajoutée par: Lynda Taabane
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Pop. 23.16%
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Vosniadou, S., & Ioannides, C. (1998). From conceptual development to science education: a psychological point of view. International journal of science education, 20(10), pp. 1213–1230.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 23.07%
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Vosniadou, S. (2001). Mental models in conceptual development. In L. Magnani & N. J. Nersessian (Eds.), Model-Based Reasoning: Science, Technology, Values Dordrecht: Kluwer Academic.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.25%
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Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), p. p203–222.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.88%
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Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.97%
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Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2005). Reconsidering the role of artifacts in reasoning: Children's understanding of the globe as a model of the earth. Learning and Instruction, 15(4), p. p333.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.88%
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Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), p. p55–66.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.88%
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Waxman, S., & Medin, D. (2007). Experience and cultural models matter: Placing firm limits on childhood anthropocentrism. Human Development, 50(1), p. p23–30.
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Ajoutée par: Lynda Taabane
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Pop. 33.51%
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Waxman, S., Medin, D., & Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. Developmental Psychology, 43(2), p. p294–308.
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Ajoutée par: Lynda Taabane
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Pop. 34.97%
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Wilke, R. A. 2009. Developmental changes in preservice teachers' mental models of learning and instruction.
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Ajoutée par: Lynda Taabane
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Pop. 27.97%
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Winer, G. A., & Cottrell, J. E. (1996). Does anything leave the eye when we see? extramission beliefs of children and adults. Current Directions in Psychological Science, 5(5), p. p137–142.
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Ajoutée par: Lynda Taabane
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Pop. 27.79%
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