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Campanario, J. M. (2002). The parallelism between scientists' and students' resistance to new scientific ideas. International journal of science education, 24(10), p. p1095.
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Ajoutée par: Lynda Taabane
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Pop. 26.07%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.24%
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Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International journal of science education, 25(6), p. p671.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.16%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 33.61%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 25.43%
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Sewell, A. (2002). Constructivism and student misconceptions: Why every teacher needs to know about them. Australian Science Teachers' Journal, 48(4), p. p24.
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Ajoutée par: Lynda Taabane
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Pop. 27.61%
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Taylor, A. K., & Kowalski, P. (2004). Naïve psychological science: The prevalence, strength, and sources of misconceptions. Psychological Record, 54(1), p. p15–25.
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Ajoutée par: Lynda Taabane
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Pop. 29.97%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 30.43%
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Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.97%
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Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), p. p55–66.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.88%
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