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Akkuş, H., Kadayifçi, H., Atasoy, B., & Geban, Ö. (2003). Effectiveness of instruction based on the constructivist approach on understanding chemical equilibrium concepts. Research in Science & Technological Education, 21(2), p. p209–227.
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Ajoutée par: Lynda Taabane
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Pop. 36.88%
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Capelo, C., & Dias, J. (2009). A feedback learning and mental models perspective on strategic decision making. Educational Technology Research & Development, 57(5), pp. 629–644.
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Ajoutée par: Lynda Taabane
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Pop. 28.88%
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Casas, A. M., & Castellar, R. G. (2004). Mathematics education and learning disabilities in spain. Journal of learning disabilities, 37(1), pp. 62–73.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.79%
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Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14(2), p. p161–199.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.97%
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Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual & Developmental Disability, 30(4), pp. 207–216.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.06%
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Cornoldi, C., & Lucangeli, D. (2004). Arithmetic education and learning disabilities in italy. Journal of learning disabilities, 37(1), pp. 42–49.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.43%
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de Corte, E., Verschaffel, L., & Van De Ven, A. (2001). Improving text comprehension strategies in upper primary school children: A design experiment. British Journal of Educational Psychology, 71(4), p. p531.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.52%
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Gelman, R. (2006). Young natural-number arithmeticians. Current Directions in Psychological Science, 15(4), pp. 193–197.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.7%
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Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), pp. 24–33.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.24%
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Panaoura, A., Gagatsis, A., Deliyianni, E., & Elia, I. (2009). The structure of students' beliefs about the use of representations and their performance on the learning of fractions. Educational Psychology, 29(6), pp. 713–728.
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Ajoutée par: Lynda Taabane
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Pop. 27.61%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 28.34%
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Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28(3), p. p233–242.
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Ajoutée par: Lynda Taabane
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Pop. 30.43%
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Seel, N. M. (2001). Epistemology, situated cognition, and mental models: 'like a bridge over troubled water.'. Instructional Science, 29(4), pp. 403–427.
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Ajoutée par: Sterenn Audo
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Pop. 34.15%
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Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
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Ajoutée par: Sterenn Audo
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Pop. 33.06%
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