|
Pine, K. J., & Messer, D. J. (2000). The effect of explaining another's actions on children's implicit theories of balance. Cognition & Instruction, 18(1), p. p35–51.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.75%
|
|
|
Pine, K., Messer, D., & St. John, K. (2001). Children's misconceptions in primary science: A survey of teachers' views. Research in Science & Technological Education, 19(1), p. p79–96.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 28.38%
|
|
|
Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition & Instruction, 18(1), p. p1–34.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 26.38%
|
|
|
Roald, I., & Mikalsen, O. (2001). Configuration and dynamics of the earth-sun-moon system: An investigation into conceptions of deaf and hearing pupils. International journal of science education, 23(4), p. p423.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 23.39%
|
|
|
Saglam, M., & Millar, R. (2006). Upper high school students' understanding of electromagnetism. International journal of science education, 28(5), p. p543.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 24.93%
|
|
|
Sanger, M. J., & Greenbowe, T. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International journal of science education, 22(5), p. p521.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.57%
|
|
|
Sewell, A. (2002). Cells and atoms--are they related? Australian Science Teachers' Journal, 48(2), p. p26.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 23.93%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 19.76%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 22.21%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 24.39%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.48%
|
|
|
Taiwo, A. A., Motswiri, M. J., & Masene, R. (1999). Perceptions of the water cycle among primary school children in botswana. International journal of science education, 21(4), p. p413.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 22.03%
|
|
|
Tatsuoka, K. K. (1984). Changes in error types over learning stages. Journal of educational psychology, 76(1), p. p120–129.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.46%
|
|
|
Taylor, A. K., & Kowalski, P. (2004). Naïve psychological science: The prevalence, strength, and sources of misconceptions. Psychological Record, 54(1), p. p15–25.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 29.92%
|
|
|
Teixeira, F. M. (2000). What happens to the food we eat? children's conceptions of the structure and function of the digestive system. International journal of science education, 22(5), p. p507.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 23.03%
|
|
|
Tekkaya, C. (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), p. p5–16.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.37%
|
|
|
Thompson, S. L. (2007). Inquiry in the life sciences: The plant-in-a-jar as a catalyst for learning. Science Activities: Classroom Projects and Curriculum Ideas, 43(4), p. p27.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 23.03%
|
|
|
Trumper, R. (1999). A longitudinal study of physics students' conceptions of force in pre-service training for high school teachers. European Journal of Teacher Education, 22(2&3), p. p247.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 24.48%
|
|
|
Trumper, R. (2001). A cross-age study of senior high school students' conceptions of basic astronomy concepts. Research in Science and Technological Education, 19(1), p. p97.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.39%
|
|
|
Tsai, C.-C. (2001). Ideas about earthquakes after experiencing a natural disaster in taiwan: An analysis of students' worldviews. International journal of science education, 23(10), p. p1007.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 23.57%
|
|
