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Coll, R. K., & Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science and Technological Education, 19(2ov), p. p171.
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Ajoutée par: Lynda Taabane
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Pop. 27.25%
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Coll, R. K., & Treagust, D. F. (2002). Learners' use of analogy and alternative conceptions for chemical bonding: A cross-age study. Australian Science Teachers' Journal, 48(1), p. p24.
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Ajoutée par: Lynda Taabane
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Pop. 31.43%
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Cooke, N. J., & Breedin, S. D. (1994). Constructing naive theories of motion on the fly. Memory & Cognition, 22(4), p. p474–493.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.97%
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Crockett, C. (2004). What do kids know--and misunderstand--about science? Educational Leadership, 61(5).
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Ajoutée par: Lynda Taabane
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Pop. 25.89%
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Cummins, D. D. (1995). Naive theories and causal deduction. Memory & Cognition, 23(5), p. p646–658.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.51%
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De Bock, D., Van Dooren, W., Janssens, D., & Verschaffel, L. (2002). Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors. Educational Studies in Mathematics, 50(3), p. p311.
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Ajoutée par: Lynda Taabane
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Pop. 27.88%
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De Bock, D., Verschaffel, L., & Janssens, D. (2002). The effects of different problem presentations and formulations on the illusion of linearity in secondary school students. mathematical thinking and learning, 4(1), p. p65.
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Ajoutée par: Lynda Taabane
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Pop. 30.15%
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Dembo, Y., Levin, I., & Siegler, R. S. (1997). A comparison of the geometric reasoning of students attending israeli ultraorthodox and mainstream schools. Developmental Psychology, 33(1), p. p92–103.
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Ajoutée par: Lynda Taabane
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Pop. 34.79%
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Dent, C. H. (1984). The developmental importance of motion information in perceiving and describing metaphoric similarity. Child Development, 55(4), p. p1607–1613.
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Ajoutée par: Lynda Taabane
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Pop. 30.7%
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diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2&3), pp. 105–225.
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Ajoutée par: Lynda Taabane
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Pop. 23.98%
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diSessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change ? International journal of science education, 20(10), pp. 1155–1191.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.16%
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diSessa, A. A. (2004). Metarepresentation: native competence and targets for instruction. Cognition & Instruction, 22(3), pp. 293–331.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.07%
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Donley, R. D., & Ashcraft, M. H. (1992). The methodology of testing naive beliefs in the physics classroom. Memory & Cognition, 20(4), p. p381–391.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.34%
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Dove, J. E., Everett, L. A., & Preece, P. F. W. (1999). Exploring a hydrological concept through children's drawings. International journal of science education, 21(5), p. p485.
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Ajoutée par: Lynda Taabane
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Pop. 29.43%
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Dove, J. (2002). Does the man in the moon ever sleep? an analysis of student answers about simple astronomical events: A case study. International journal of science education, 24(8), p. p823.
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Ajoutée par: Lynda Taabane
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Pop. 26.79%
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Engelbrecht, J., Harding, A., & Potgieter, M. (2005). Undergraduate students' performance and confidence in procedural and conceptual mathematics. International Journal of Mathematical Education in Science & Technology, 36(7), p. p701.
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Ajoutée par: Lynda Taabane
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Pop. 24.8%
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Eshach, H., & Schwartz, J. L. (2006). Sound stuff? naive materialism in middle-school students' conceptions of sound. International journal of science education, 28(7), p. p733.
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Ajoutée par: Lynda Taabane
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Pop. 26.88%
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Fernandez-Duque, D., & Johnson, M. L. (2002). Cause and effect theories of attention: The role of conceptual metaphors. Review of general psychology, 6(2), p. p153–165.
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Ajoutée par: Lynda Taabane
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Pop. 29.06%
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Ferrari, M., & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International journal of science education, 20(10), p. p1231.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.43%
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Fischbein, E., Pampu, I., & Mânzat, I. (1970). Comparison of ratios and the chance concept in children. Child Development, 41(2), p. p377–389.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.97%
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