Affichage de 1 - 19 of 19 (Bibliographie: Bibliographie WIKINDX globale)
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Collection: Cognition & Instruction
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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. 34.15%
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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. 31.15%
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Chinn, C. A., & Brewer, W. F. (2001). A models of data : a theory of how people evaluate data. Cognition & Instruction, 19(3), pp. 323–393.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.34%
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Cummins, D. D. (1991). Children's interpretations of arithmetic word problems. Cognition & Instruction, 8(3), p. p261.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.34%
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diSessa, A. A. (2004). Metarepresentation: native competence and targets for instruction. Cognition & Instruction, 22(3), pp. 293–331.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.07%
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Fayol, M., Abdi, H., & Gombert, J.-E. (1987). Arithmetic problems formulation and working memory load. Cognition & Instruction, 4(3), p. p187.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.61%
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Greeno, J. G. (1986). Collaborative teaching and making sense of symbols: Comment on lampert's 'knowing, doing, and teaching multiplication'. Cognition & Instruction, 3(4), p. p343.
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Ajoutée par: Lynda Taabane
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Pop. 28.61%
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Hardiman, P. T., Pollatsek, A., & Well, A. D. (1986). Learning to understand the balance beam. Cognition & Instruction, 3(1), p. p63.
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Ajoutée par: Lynda Taabane
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Pop. 28.7%
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Lehrer, R., Strom, D., & Confrey, J. (2002). Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity. Cognition & Instruction, 20(3), p. p359–398.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.43%
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Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition & Instruction, 16(2), pp. 173–199.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.52%
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Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition & Instruction, 9(4), p. p329.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.52%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 25.79%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 26.34%
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Riley, M. S., & Greeno, J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition & Instruction, 5(1), p. p49.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.52%
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Sarama, J., Clements, D. H., Swaminathan, S., McMillen, S., & González Gómez, R. M. (2003). Development of mathematical concepts of two-dimensional space in grid environments: An exploratory study. Cognition & Instruction, 21(3), p. p285–324.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.15%
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Sherin, M. G. (2002). When teaching becomes learning. Cognition & Instruction, 20(2), pp. 119–150.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.16%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 25.43%
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Sophian, C., & McCorgray, P. (1994). Part-whole knowledge and early arithmetic problem solving. Cognition & Instruction, 12(1), p. p3.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.34%
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Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition & Instruction, 7(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.98%
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