|
Lewis, J., & Kattmann, U. (2004). Traits, genes, particles and information: Re-visiting students' understandings of genetics. research report. International journal of science education, 26(2), p. p195.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 19.42%
|
|
|
Liegeois, L., & Mullet, E. (2002). High school students' understanding of resistance in simple series electric circuits. International journal of science education, 24(6), p. p551.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 20.6%
|
|
|
Marmaroti, P., & Galanopoulou, D. (2006). Pupils' understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International journal of science education, 28(4), p. p383.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 25.41%
|
|
|
Oliva, J. M. (1999). Structural patterns in students' conceptions in mechanics. International journal of science education, 21(9), p. p903.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 24.41%
|
|
|
Pietrocola, M., & Zylbersztajn, A. (1999). The use of the principle of relativity in the interpretation of phenomena by undergraduate physics students. International journal of science education, 21(3), p. p261.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 23.23%
|
|
|
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. 23.41%
|
|
|
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. 24.95%
|
|
|
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. 25.41%
|
|
|
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. 19.69%
|
|
|
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. 22.23%
|
|
|
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. 24.32%
|
|
|
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. 22.05%
|
|
|
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. 23.05%
|
|
|
Thiele, R. B., & Treagust, D. F. (1995). Analogies in chemistry textbooks. International journal of science education, 17(6), pp. 783–795.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 21.23%
|
|
|
Tirosh, D., Stavy, R., & Cohen, S. (1998). Cognitive conflict and intuitive rules. International journal of science education, 20(10), p. p1257.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 24.95%
|
|
|
Treagust, D. F., Harrison, A. G., & Venville, G. J. (1996). Using an analogical teaching approach to engender conceptual change. International journal of science education, 18(2), pp. 213–229.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 21.05%
|
|
|
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. 23.59%
|
|
|
Tytler, R. (2000). A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: Dimensions of conceptual progression. International journal of science education, 22(5), p. p447.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 21.23%
|
|
|
Vosniadou, S., & Ioannides, C. (1998). From conceptual development to science education: a psychological point of view. International journal of science education, 20(10), pp. 1213–1230.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 23.05%
|
|
