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Keyword:  Science Education
Didierjean, A., & Nogry, S. (2004). Reducing structural-element salience on a source problem produces later success in analogical transfer: What roles does source difficulty play? Memory & Cognition, 32(7), pp. 1053–1064. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.06%
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. 25.33%
Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies--between scylla and charybdis. Learning and Instruction, 11(4), p. p283–303. Dernièrement modifiée par: Sterenn Audo  v    Pop. 29.91%
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. 27.38%
Jansoon, N., Coll, R. K., & Somsook, E. (2009). Understanding mental models of dilution in thai students. International Journal of Environmental and Science Education, 4(2), pp. 147–168. Ajoutée par: Lynda Taabane  v    Pop. 21.59%
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. 29.07%
Stavy, R., & Tirosh, D. (1993). Subdivision processes in mathematics and science. Journal of Research in Science Teaching, 30(6), p. p579–586. Dernièrement modifiée par: Lynda Taabane  v    Pop. 28.69%
Tekkaya, C. (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), p. p5–16. Ajoutée par: Lynda Taabane  V    Pop. 25.33%
Thiele, R. B., & Treagust, D. F. (1994). An interpretive examination of high school chemistry teachers' analogical explanations. Journal of Research in Science Teaching, 31(3), p. p227–242. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.79%
Tirosh, D., & Tsamir, P. (2004). What can mathematics education gain from the conceptual change approach? and what can the conceptual change approach gain from its application to mathematics education? Learning and Instruction, 14(5), p. p535–540. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.04%
Twidle, J. (2006). Is the concept of conservation of volume in solids really more difficult than for liquids, or is the way we test giving us an unfair comparison? Educational Research, 48(1), p. p93–109. Ajoutée par: Lynda Taabane  V    Pop. 24.39%
Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), p. p203–222. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.13%
Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), p. p55–66. Dernièrement modifiée par: Lynda Taabane  V    Pop. 25.7%
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