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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. 24.03%
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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. 27.2%
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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. 27.11%
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Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), pp. 533–568.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.64%
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Domahs, F., Delazer, M., & Nuerk, H.-C. (2006). What makes multiplication facts difficult: Problem size or neighborhood consistency? Experimental Psychology, 53(4), p. p275–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.27%
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Dominowski, R. L. (1995). Content effects in wason's selection task. In S. E. Newstead & J. S. B. T. Evans (Eds.), Perspectives on thinking and reasoning: Essays in honour of Peter Wason. (pp. p41–65). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.65%
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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. 31.28%
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Donnelly, C. M., & McDaniel, M. A. (1993). Use of analogy in learning scientific concepts. Journal of experimental psychology: Learning, Memory, and Cognition, 19(4), p. p975–987.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.36%
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Dopkins, S., & Ngo, C. T. (2005). The role of recognition memory in anaphor identification. Journal of Memory and Language, 53(2), p. p186–203.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.63%
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Douglas, J. D., & Peel, B. (1979). The development of metaphor and proverb translation in children grades 1 through 7. Journal of Educational Research, 73(2), p. p116–119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.81%
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Doumas, L. A. A., & Hummel, J. E. (2004). Structure mapping and relational predication. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society, pp. 333–338.
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Ajoutée par: Sterenn Audo
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Pop. 24.21%
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Doumas, L. A. A., & Hummel, J. E. (2004). A fundamental limitation of symbol-argument-argument notation as a model of human relational representations. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society, pp. 327–332.
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Ajoutée par: Sterenn Audo
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Pop. 23.12%
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Doumas, L. A. A., & Hummel, J. E. (2005). Approaches to modeling human mental representations: What works, what doesn't, and why. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning. (pp. p73–91). Cambridge, UK: Cambridge University Press.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.2%
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Doumas, L. A. A., & Hummel, J. E. (2005). A symbolic-connectionist model of relation discovery. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society, pp. 606–611.
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Ajoutée par: Sterenn Audo
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Pop. 27.92%
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Doumas, L. A. A., Bassok, M., Guthormson, A., & Hummel, J. E. (2006). A theory of reflexive relational generalization. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society,
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.56%
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Doumas, L. A. A., & Hummel, J. E. (2007). A computational account of the development of the generalization of shape information. Proceedings of the Twendty-Fifth Annual Conference of the Cognitive Science Society,
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Ajoutée par: Sterenn Audo
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Pop. 21.67%
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Doumas, L. A. A., Hummel, J. E., & Sandhofer, C. M. (In press). A theory of the discovery and predication of relational concepts. Psychological Review.
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Ajoutée par: Sterenn Audo
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Pop. 24.66%
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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. 29.47%
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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. 26.75%
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Dufresne, R. J., Gerace, W. J., Hardiman, P. T., & Mestre, J. P. (1992). Constraining novices to perform expertlike problem analyses: Effects on schema acquisition. Journal of the Learning Sciences, 2(3), p. p307.
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Ajoutée par: Lynda Taabane
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Pop. 26.02%
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