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Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International journal of science education, 22(7), p. p665.
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Ajoutée par: Lynda Taabane
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Pop. 36.41%
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Akkuş, H., Kadayifçi, H., Atasoy, B., & Geban, Ö. (2003). Effectiveness of instruction based on the constructivist approach on understanding chemical equilibrium concepts. Research in Science & Technological Education, 21(2), p. p209–227.
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Ajoutée par: Lynda Taabane
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Pop. 34.22%
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Anderson, J., Austin, K., Barnard, T., & Jagger, J. (1998). Do third-year mathematics undergraduates know what they are supposed to know? International Journal of Mathematical Education in Science and Technology, 29(3), p. p401.
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Ajoutée par: Lynda Taabane
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Pop. 34.12%
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Bakas, C., & Mikropoulos, T. A. (2003). Design of virtual environments for the comprehension of planetary phenomena based on students' ideas. International journal of science education, 25(8), p. p949.
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Ajoutée par: Lynda Taabane
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Pop. 36.31%
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Barker, V., & Millar, R. (1999). Students' reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International journal of science education, 21(6), p. p645.
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Ajoutée par: Lynda Taabane
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Pop. 34.22%
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Borges, T. A., & Gilbert, J. K. (1999). Mental models of electricity. International journal of science education, 21(1), p. p95.
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Ajoutée par: Lynda Taabane
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Pop. 30.75%
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Brophy, J., & Alleman, J. (2003). Primary-grade students' knowledge and thinking about the supply of utilities (water, heat, and light) to modern homes. Cognition & Instruction, 21(1), p. p79–112.
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Ajoutée par: Lynda Taabane
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Pop. 33.12%
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Brosnan, T., & Reynolds, Y. (2001). Student's explanations of chemical phenomena: Macro and micro differences. Research in Science and Technological Education, 19(1), p. p69.
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Ajoutée par: Lynda Taabane
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Pop. 31.2%
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Canal, P. (1999). Photosynthesis and "inverse respiration" in plants: An inevitable misconception? International journal of science education, 21(4), p. p363.
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Ajoutée par: Lynda Taabane
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Pop. 27.1%
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Cavallo, A. M. L., McNeely, J. C., & Marek, E. A. (2003). Eliciting students' understandings of chemical reactions using two forms of essay questions during a learning cycle. International journal of science education, 25(5), p. p583.
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Ajoutée par: Lynda Taabane
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Pop. 29.11%
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Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), p. p69.
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Ajoutée par: Lynda Taabane
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Pop. 29.01%
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Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition & Instruction, 10(2/3), p. p249.
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Ajoutée par: Lynda Taabane
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Pop. 30.29%
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Clifford, P. (2002). The pressure-flow hypothesis of phloem transport: Misconceptions in the a-level textbooks. Journal of Biological Education, 36(3), p. p110.
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Ajoutée par: Lynda Taabane
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Pop. 27.37%
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Coll, R. K., & Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science and Technological Education, 19(2ov), p. p171.
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Ajoutée par: Lynda Taabane
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Pop. 26.82%
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Coll, R. K., & Treagust, D. F. (2002). Learners' use of analogy and alternative conceptions for chemical bonding: A cross-age study. Australian Science Teachers' Journal, 48(1), p. p24.
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Ajoutée par: Lynda Taabane
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Pop. 30.38%
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Crockett, C. (2004). What do kids know--and misunderstand--about science? Educational Leadership, 61(5).
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Ajoutée par: Lynda Taabane
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Pop. 25.09%
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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. 28.65%
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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. 25.91%
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Eshach, H., & Schwartz, J. L. (2006). Sound stuff? naive materialism in middle-school students' conceptions of sound. International journal of science education, 28(7), p. p733.
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Ajoutée par: Lynda Taabane
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Pop. 25.91%
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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. 25.91%
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