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Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International journal of science education, 25(6), p. p671.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.29%
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Dunbar, G. L. (2000). Traces of reasoning with pragmatic schemas. Thinking & Reasoning, 6(2), p. p173–181.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.28%
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Dunbar, K. (2001). The analogical paradox : why analogy is so easy in naturalistic settings, yet so difficult in the psychological laboratory. In D. Gentner, K. J. Holyoak & B. N. Kokinov (Eds.), The analogical mind : Perspectives from Cognitive Science (pp. 313–334). Cambridge: MIT press.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.92%
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Dupin, J.-J., & Johsua, S. (1994). Analogies et enseignement des sciences: Une analogie thermique pour l'électricité. Didaskalia, 3, pp. 9–26.
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Ajoutée par: Lynda Taabane
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Pop. 25.48%
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Dupuch, L., & Sander, E. (2007). Apport pour les apprentissages de l’explicitation des relations d’inclusion de classes. L’Année Psychologique, 107, pp. 565–596.
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Ajoutée par: Lynda Taabane
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Pop. 33.82%
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Dutke, S. (2003). Anaphor resolution as a function of spatial distance and priming: Exploring the spatial distance effect in situation models. Experimental Psychology, 50(4), p. p270–284.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.54%
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Egan, D. E., & Greeno, J. G. (1973). Acquiring cognitive structure by discovery and rule learning. Journal of educational psychology, 64(1), p. p85–97.
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Ajoutée par: Lynda Taabane
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Pop. 31.82%
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Ehrlich, M.-F., & Tardieu, H. (1993). Modèles mentaux, modèles de situation et compréhension de textes. In M.-F. Ehrlich, H. Tardieu & M. Cavazza (Eds.), Les modèles mentaux, approche cognitive des représentations Paris: Masson.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.1%
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Elk, S. B. (1998). Is calculus really that different from algebra? a more logical way to understand and teach calculus. International Journal of Mathematical Education in Science and Technology, 29(3), pp. 351–358.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.48%
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Eme, E., & Rouet, J.-F. (2001). Les connaissances métacognitives en lecture-compréhension chez l'enfant et l'adulte. Enfance, 53(4), p. p309–328.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.54%
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Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2006). Fractions as the coordination of multiplicatively related quantities: A cross-sectional study of children's thinking. Educational Studies in Mathematics, 63(1), pp. 1–28.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.1%
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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. 24.84%
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English, L. D. (1997). The development of fifth-grade children's problem-posing abilities. Educational Studies in Mathematics, 34(3), p. p183.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.2%
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English, L. D. (1998). Children's reasoning in solving relational problems of deduction. Thinking & Reasoning, 4(3), p. p249–281.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.27%
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English, L. D. (1998). Reasoning by analogy in solving comparison problems. Mathematical Cognition, 4(2), p. p125.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.37%
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English, L. D., & Watters, J. J. (2004). Mathematical modelling with young children. International Group for the Psychology of Mathematics Education.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.21%
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Epstein, R. L., & Gamlin, P. J. (1994). Young children's comprehension of simple and complex metaphors presented in pictures and words. Metaphor & Symbolic Activity, 9(3), p. p179–191.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.82%
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Erickson, J. E., Chin-Parker, S., & Ross, B. H. (2005). Inference and classification learning of abstract coherent categories. Journal of experimental psychology: Learning, Memory, and Cognition, 31(1), p. p86–99.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.63%
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Ericsson, A. K., & Simon, H. A. (19980101). How to study thinking in everyday life: Contrasting think-aloud protocols with descriptions and explanations of thinking. Mind, Culture & Activity, 5(3), p. p178–186.
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Ajoutée par: Lynda Taabane
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Pop. 33.09%
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Ericsson, A. K. (2002). Towards a procedure for eliciting verbal expression of non-verbal experience without reactivity: Interpreting the verbal overshadowing effect within the theoretical framework for protocol analysis. Applied Cognitive Psychology, 16(8), p. p981–987.
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Ajoutée par: Lynda Taabane
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Pop. 27.29%
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