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Keyword:  Physics
Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of experimental psychology: Learning, Memory, and Cognition, 16(3), pp. 522–533. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.33%
Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition & Instruction, 10(2/3), p. p249. Ajoutée par: Lynda Taabane  V    Pop. 30.23%
Donley, R. D., & Ashcraft, M. H. (1992). The methodology of testing naive beliefs in the physics classroom. Memory & Cognition, 20(4), p. p381–391. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.86%
Hardy, I., Jonen, A., Möller, K., & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students' understanding of 'floating and sinking.'. Journal of educational psychology, 98(2), p. p307–326. Ajoutée par: Lynda Taabane  V    Pop. 31.42%
Johsua, S., & Dupin, J. J. (1987). Taking into account student conceptions in instructional strategy: An example in physics. Cognition and Instruction, 4(2), p. p117–135. Ajoutée par: Lynda Taabane  V    Pop. 33.24%
Kaiser, M. K., Jonides, J., & Alexander, J. (1986). Intuitive reasoning about abstract and familiar physics problems. Memory & Cognition, 14(4), p. p308–312. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.32%
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  V    Pop. 27.67%
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  V    Pop. 25.3%
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