Affichage de 1 - 12 of 12 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Category: Représentations naives, général
|
|
|
Abramovitz, B., Berezina, M., & Berman, A. (2002). Incorrect but instructive. International Journal of Mathematical Education in Science and Technology, 33(3), p. p465.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.02%
|
|
|
Campanario, J. M. (2002). The parallelism between scientists' and students' resistance to new scientific ideas. International journal of science education, 24(10), p. p1095.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.55%
|
|
|
Clerk, D., & Rutherford, M. (2000). Language as a confounding variable in the diagnosis of misconceptions. International journal of science education, 22(7), p. p703.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.2%
|
|
|
Fleer, M. (1999). Children's alternative views: Alternative to what? International journal of science education, 21(2), p. p119.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 26.46%
|
|
|
Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions. Journal of the Learning Sciences, 5(2), p. p97.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 29.11%
|
|
|
Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of educational psychology, 97(2), p. p235–245.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.48%
|
|
|
Li, S. C., Law, N., & Lui, K. F. A. (2006). Cognitive perturbation through dynamic modelling: A pedagogical approach to conceptual change in science. Journal of Computer Assisted Learning, 22(6), p. p405.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 23.54%
|
|
|
Liu, X., & Ebenezer, J. (2002). Descriptive categories and structural characteristics of students' conceptions: An exploration of the relationship. Research in Science and Technological Education, 20(1), p. p111.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 26.19%
|
|
|
Sewell, A. (2002). Constructivism and student misconceptions: Why every teacher needs to know about them. Australian Science Teachers' Journal, 48(4), p. p24.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 26.55%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 28.01%
|
|
|
Taylor, A. K., & Kowalski, P. (2004). Naive psychological science: The prevalence, strength, and sources of misconceptions. Psychological Record, 54(1).
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.91%
|
|
|
Van Dooren, W., De Bock, D., Weyers, D., & Verschaffel, L. (2004). The predictive power of intuitive rules: A critical analysis of the impact of "more a--more b" and "same a--same b". Educational Studies in Mathematics, 56(2-3), p. p179.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 26.64%
|
|
|
