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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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Sewell, A. (2002). Constructivism and student misconceptions: Why every teacher needs to know about them. Australian Science Teachers' Journal, 48(4), p. p24.
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Ajoutée par: Lynda Taabane
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Pop. 27.65%
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Seyler, D. J., Kirk, E. P., & Ashcraft, M. H. (2003). Elementary subtraction. Journal of experimental psychology: Learning, Memory, and Cognition, 29(6), p. p1339–1352.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.18%
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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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Shafto, P., & Coley, J. D. (2003). Development of categorization and reasoning in the natural world: Novices to experts, naive similarity to ecological knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 29(4), p. p641–649.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.55%
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Sharp, J., & Adams, B. (2002). Children's constructions of knowledge for fraction division after solving realistic problems. Journal of Educational Research, 95(6), pp. 333–347.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.37%
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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. 19.76%
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Shelley, C. (2002). The analogy theory of disanalogy: When conclusions collide. Metaphor & Symbol, 17(2), p. p81–97.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.3%
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Shen, Y. (1998). Zeugma: Prototypes, categories and metaphors. Metaphor and Symbol, 13(1), p. p31–47.
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Ajoutée par: Lynda Taabane
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Pop. 25.48%
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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. 22.21%
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Sherin, M. G. (2002). When teaching becomes learning. Cognition & Instruction, 20(2), pp. 119–150.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.29%
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Sheya, A., & Smith, L. B. (2006). Perceptual features and the development of conceptual knowledge. Journal of Cognition and Development, 7(4), pp. 455–476.
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Ajoutée par: Sterenn Audo
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Pop. 29.37%
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Sifonis, C. M., & Ross, B. H. (2002). Alignment effects on learning multiple, use-relevant classification systems. Memory & Cognition, 30(7), p. p1148–1158.
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Ajoutée par: Lynda Taabane
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Pop. 27.92%
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Siltanen, S. A. (1990). Effects of explicitness on children's metaphor comprehension. Metaphor & Symbolic Activity, 5(1), p. p1–20.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.09%
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Simmons, K. W., & Barsalou, L. W. (2003). The similarity-in-topography principle: Reconciling theories of conceptual deficits. Cognitive Neuropsychology, 20(3-6), p. p451.
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Ajoutée par: Lynda Taabane
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Pop. 28.47%
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Simmons, K. W., Martin, A., & Barsalou, L. W. (2005). Pictures of appetizing foods activate gustatory cortices for taste and reward. Cerebral Cortex, 15(10), p. p1602–1608.
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Ajoutée par: Lynda Taabane
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Pop. 31.37%
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Simmons, K. W., Ramjee, V., Beauchamp, M. S., McRae, K., Martin, A., & Barsalou, L. W. (2007). A common neural substrate for perceiving and knowing about color. Neuropsychologia, 45(12), p. p2802–2810.
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Ajoutée par: Lynda Taabane
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Pop. 31.01%
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Simon, H. A., & Newell, A. (1971). Human problem solving: The state of the theory in 1970. American Psychologist, 26(2), p. p145–159.
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Ajoutée par: Lynda Taabane
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Pop. 29.19%
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Simon, H. A. (1993). Allen newell (1927-1992): Obituary. American Psychologist, 48(11), p. p1148–1149.
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Ajoutée par: Lynda Taabane
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Pop. 27.29%
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Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. mathematical thinking and learning, 6(2), pp. 91–104.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.36%
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