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Fischbein, E. (1978). Schemes virtuels et schemes actifs dans l'apprentissage des sciences. Revue Française de Pédagogie, pp. 119–125.
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Ajoutée par: Lynda Taabane
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Pop. 27.07%
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Fischbein, E. (1987). Intuition in science and mathematics : an educational approach. Reider: Dordrecht.
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Ajoutée par: Sterenn Audo
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Pop. 24.07%
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Fischbein, E., Stavy, R., & Ma-Naim, H. (1989). The psychological structure of naive impetus conceptions. International journal of science education, 11(1), pp. 71–81.
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Ajoutée par: Lynda Taabane
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Pop. 23.71%
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Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics, 24(2), p. p139.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.97%
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Fischbein, E., & Others, A. (1995). The concept of irrational numbers in high-school students and prospective teachers. Educational Studies in Mathematics, 29(1), p. p29.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.16%
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Fischbein, E., & Schnarch, D. (1997). The evolution with age of probabilistic, intuitively based misconceptions. Journal for Research in Mathematics Education, 28(1), p. p96.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.43%
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Fischbein, E., & Grossman, A. (1997). Schemata and intuitions in combinatorial reasoning. Educational Studies in Mathematics, 34(1), p. p27.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.79%
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Fischbein, E., & Nachlieli, T. (1998). Concepts and figures in geometric reasoning. International journal of science education, 20(10), p. p1193.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.7%
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Fischbein, E., & Baltsan, M. (1999). The mathematical concept of set and the 'collection' model. Educational Studies in Mathematics, 37(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.15%
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Fischbein, E. (1999). Intuitions and schemata in mathematical reasoning. Educational Studies in Mathematics, 38(1-3), p. p11.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.34%
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Fischbein, E. (2001). Tacit models and infinity. Educational Studies in Mathematics, 48(2-3), p. p309.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.42%
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Galbraith, P., & Haines, C. (2000). Conceptual mis(understandings) of beginning undergraduates. International Journal of Mathematical Education in Science and Technology, 31(5), p. p651.
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Ajoutée par: Lynda Taabane
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Pop. 26.7%
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Gentner, D. (2002). Mental models, psychology of. In N. J. Smelser & P. B. Bates (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 9683–9687). Amsterdam: Elsevier Science.
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Ajoutée par: Sterenn Audo
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Pop. 23.34%
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Gigerenzer, G., & Goldstein, D. G. (1996). Mind as computer: Birth of a metaphor. Creativity Research Journal, 9(2), p. p131–144.
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Ajoutée par: Lynda Taabane
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Pop. 28.52%
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Gilbert, D. W. 2008. Mental models of web developers during the web site requirements development process.
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Ajoutée par: Lynda Taabane
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Pop. 27.34%
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Gopal, H., Kleinsmidt, J., Case, J., & Musonge, P. (2004). An investigation of tertiary students' understanding of evaporation, condensation and vapour pressure. research report. International journal of science education, 26(13), p. p1597.
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Ajoutée par: Lynda Taabane
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Pop. 28.25%
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Graham, T., & Rowlands, S. (2000). Using computer software in the teaching of mechanics. International Journal of Mathematical Education in Science and Technology, 31(4), p. p479.
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Ajoutée par: Lynda Taabane
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Pop. 24.7%
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Greenbowe, T. J., & Meltzer, D. E. (2003). Student learning of thermochemical concepts in the context of solution calorimetry. International journal of science education, 25(7), p. p779.
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Ajoutée par: Lynda Taabane
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Pop. 26.16%
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Greer, B. (2001). Understanding probabilistic thinking: The legacy of efraim fischbein. Educational Studies in Mathematics, 45(1-3), p. p15.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.25%
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Hammer, D. (1996). Misconceptions or p-prims: how may alternative perspectives of cognitive structure influence instructional perceptions and intentions? The journal of the learning sciences, 5(2), pp. 97–127.
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Ajoutée par: Lynda Taabane
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Pop. 17.53%
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