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Simon, M. A. (2006). Key developmental understandings in mathematics: A direction for investigating and establishing learning goals. mathematical thinking and learning, 8(4), pp. 359–371.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.46%
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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. 24.39%
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Singer, M., & Gernsbacher, M. A. (2004). L'exploitation d'objets pédagogiques interactifs àdistance : le projet formid. Sciences et Technologies de l´Information et de la Communication pour l´Éducation et la Formation, pp. 1–46.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 22.48%
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Siu, P. K. (1986). Understanding chinese prose: Effects of number of ideas, metaphor, and advance organizer on comprehension. Journal of educational psychology, 78(6), p. p417–423.
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Ajoutée par: Lynda Taabane
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Pop. 28.47%
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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. 25.48%
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Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24(2), p. p261.
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Ajoutée par: Lynda Taabane
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Pop. 24.3%
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Sloutsky, V. M., & Fisher, A. V. (2004). Induction and categorization in young children: A similarity-based model. Journal of Experimental Psychology: General, 133(2), p. p166–188.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.64%
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Smagorinsky, P. (1998). Thinking and speech and protocol analysis. Mind, Culture & Activity, 5(3), p. p157–177.
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Ajoutée par: Lynda Taabane
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Pop. 27.38%
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Smith, L. B., & Jones, S. S. (1993). Cognition without concepts. Cognitive Development, 8(2), pp. 181–188.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.19%
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Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. K. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13, pp. 13–19.
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Ajoutée par: Lynda Taabane
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Pop. 25.29%
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Smith, L. B. (2005). Emerging ideas about categories. In L. Gershkoff-Stowe & D. H. Rakison (Eds.), Building object categories in developmental time. (pp. 159–173). Lawrence Erlbaum Associates Publishers.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.74%
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Smith, L. B., & Gasser, M. (2005). The development of embodied cognition: six lessons from babies. Artificial Life, 11, pp. 13–30.
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Ajoutée par: Sterenn Audo
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Pop. 19.13%
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Smith, L. B., & Breazeal, C. (2007). The dynamic lift of developmental process. Developmental Science, 10(1), p. p61–68.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.56%
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Smith III, J. P., diSessa, A. A., & Roschelle, J. (n.d.). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), p. p115.
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Ajoutée par: Lynda Taabane
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Pop. 29.1%
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Solomon, K. O., & Barsalou, L. W. (2001). Representing properties locally. cognitive psychology, 43(2), p. p129–169.
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Ajoutée par: Lynda Taabane
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Pop. 30.55%
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Solomon, K. O., & Barsalou, L. W. (2004). Perceptual simulation in property verification. Memory & Cognition, 32(2), p. p244–259.
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Ajoutée par: Lynda Taabane
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Pop. 33.18%
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Sophian, C. (1988). Early developments in children's understanding of number: Inferences about numerosity and one-to-one correspondence. Child Development, 59(5), p. p1397.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.19%
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Sophian, C., & McCorgray, P. (1994). Part-whole knowledge and early arithmetic problem solving. Cognition & Instruction, 12(1), p. p3.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.37%
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Sophian, C., & Vong, K. I. (1995). The parts and wholes of arithmetic story problems: Developing knowledge in preschool years. Cognition and Instruction, 13(3), p. p469–477.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.72%
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Sophian, C., & Wood, A. (1997). Proportional reasoning in young children: The parts and the whole of it. Journal of educational psychology, 89(2), pp. 309–317.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.2%
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