메뉴 건너뛰기




Volumn 19, Issue 1, 2010, Pages 99-142

Learning processes in chemistry: Drawing upon cognitive resources to learn about the particulate structure of matter

Author keywords

[No Author keywords available]

Indexed keywords


EID: 77950938427     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1080/10508400903452868     Document Type: Article
Times cited : (106)

References (81)
  • 1
    • 0038812404 scopus 로고
    • The experiential gestalt of causation: A common core to pupils' preconceptions in science
    • Andersson, B. (1986). The experiential gestalt of causation: A common core to pupils' preconceptions in science. European Journal of Science Education, 8(2), 155-171.
    • (1986) European Journal of Science Education , vol.8 , Issue.2 , pp. 155-171
    • Andersson, B.1
  • 2
    • 0002131099 scopus 로고
    • Pupils' conceptions of matter and its transformations (age 12-16)
    • Andersson, B. (1990). Pupils' conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-85.
    • (1990) Studies In Science Education , vol.18 , pp. 53-85
    • Andersson, B.1
  • 3
    • 84987193619 scopus 로고
    • Constructing vee maps for clinical interviews on molecule concepts
    • Ault, C. R., Novak, J. D., & Gowin, D. B. (1984). Constructing vee maps for clinical interviews on molecule concepts. Science Education, 68, 441-462.
    • (1984) Science Education , vol.68 , pp. 441-462
    • Ault, C.R.1    Novak, J.D.2    Gowin, D.B.3
  • 4
    • 0041049690 scopus 로고
    • Minitheories: A preliminary model for learning science
    • In P. J. Black & A. M. Lucas (Eds.), London: Routledge
    • Claxton, G. (1993). Minitheories: A preliminary model for learning science. In P. J. Black & A. M. Lucas (Eds.), Children's informal ideas in science (pp. 45-61). London: Routledge.
    • (1993) Children's Informal Ideas In Science , pp. 45-61
    • Claxton, G.1
  • 5
    • 0012809669 scopus 로고    scopus 로고
    • Department for Education and Employment/Qualifications and Curriculum Authority, London: Author
    • Department for Education and Employment/Qualifications and Curriculum Authority. (1999). Science: The national curriculum for England, key stages 1-4. London: Author.
    • (1999) Science: The National Curriculum For England, Key Stages 1-4
  • 6
    • 0002762937 scopus 로고
    • Phenomenology and the evolution of intuition
    • In D. Gentner & A. L. Stevens (Eds.), Hillsdale, NJ: Erlbaum
    • diSessa, A. A. (1983). Phenomenology and the evolution of intuition. In D. Gentner & A. L. Stevens (Eds.), Mental models (pp. 15-33). Hillsdale, NJ: Erlbaum.
    • (1983) Mental Models , pp. 15-33
    • Disessa, A.A.1
  • 7
    • 84455175167 scopus 로고
    • Towards an epistemology of physics
    • diSessa, A. A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10(2&3), 105-225.
    • (1993) Cognition and Instruction , vol.10 , Issue.2-3 , pp. 105-225
    • Disessa, A.A.1
  • 9
    • 8744254813 scopus 로고    scopus 로고
    • Why "conceptual ecology" is a good idea
    • In M. Limón & L. Mason (Eds.), Dordrecht, The Nether- lands: Kluwer
    • diSessa, A. A. (2002). Why "conceptual ecology" is a good idea. In M. Limón & L. Mason (Eds.), Re-considering conceptual change: Issues in theory and practice (pp. 29-60). Dordrecht, The Nether- lands: Kluwer.
    • (2002) Re-considering Conceptual Change: Issues In Theory and Practice , pp. 29-60
    • Disessa, A.A.1
  • 10
    • 10244244884 scopus 로고    scopus 로고
    • Coherence versus fragmentation in the develop- ment of the concept of force
    • diSessa, A. A., Gillespie, N., & Esterly, J. B. (2004). Coherence versus fragmentation in the develop- ment of the concept of force. Cognitive Science, 28, 843-900.
    • (2004) Cognitive Science , vol.28 , pp. 843-900
    • Disessa, A.A.1    Gillespie, N.2    Esterly, J.B.3
  • 12
    • 70450160934 scopus 로고
    • Pupils and paradigms: A review of literature related to concept development in adolescent science students
    • Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
    • (1978) Studies In Science Education , vol.5 , pp. 61-84
    • Driver, R.1    Easley, J.2
  • 13
    • 84950423261 scopus 로고
    • Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science
    • Driver, R., & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science. Studies in Science Education, 10, 37-60.
    • (1983) Studies In Science Education , vol.10 , pp. 37-60
    • Driver, R.1    Erickson, G.2
  • 15
    • 0012066306 scopus 로고    scopus 로고
    • Conceptual change approaches in science education
    • In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), Oxford, England: Elsevier
    • Duit, R. (1999). Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 263-282). Oxford, England: Elsevier.
    • (1999) New Perspectives On Conceptual Change , pp. 263-282
    • Duit, R.1
  • 17
    • 10844278293 scopus 로고    scopus 로고
    • Drops of water and of soap solution: Students' constraining mental models of the nature of matter
    • Eilam, B. (2004). Drops of water and of soap solution: Students' constraining mental models of the nature of matter. Journal of Research in Science Teaching, 41, 970-993.
    • (2004) Journal of Research In Science Teaching , vol.41 , pp. 970-993
    • Eilam, B.1
  • 18
    • 84987251971 scopus 로고
    • A study of consistency in the use of students' conceptual frameworks across different task contexts
    • Engel Clough, E., & Driver, R. (1986). A study of consistency in the use of students' conceptual frameworks across different task contexts. Science Education, 70, 473-496.
    • (1986) Science Education , vol.70 , pp. 473-496
    • Engel Clough, E.1    Driver, R.2
  • 19
    • 34250170463 scopus 로고    scopus 로고
    • Incommensurability and multiple models: Representations of the structure of matter in undergraduate chemistry students
    • Flores-Camacho, F., Gallegos-Cázares, L., Garritz, A., & García-Franco, A. (2007). Incommensurability and multiple models: Representations of the structure of matter in undergraduate chemistry students. Science & Education, 16, 775-800.
    • (2007) Science & Education , vol.16 , pp. 775-800
    • Flores-Camacho, F.1    Gallegos-Cázares, L.2    Garritz, A.3    García-Franco, A.4
  • 20
    • 70449637673 scopus 로고    scopus 로고
    • Secondary students' thinking about familiar phenomena: Learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning
    • García Franco, A., & Taber, K. S. (2009). Secondary students' thinking about familiar phenomena: Learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning. International Journal of Science Education, 31, 1917-1952.
    • (2009) International Journal of Science Education , vol.31 , pp. 1917-1952
    • García Franco, A.1    Taber, K.S.2
  • 22
    • 84950437105 scopus 로고
    • Concepts, misconceptions and alternative conceptions: Changing perspectives in science education
    • Gilbert, J. K., & Watts, D. M. (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science education. Studies in Science Education, 10, 61-98.
    • (1983) Studies In Science Education , vol.10 , pp. 61-98
    • Gilbert, J.K.1    Watts, D.M.2
  • 26
    • 10244232795 scopus 로고    scopus 로고
    • Relationships between everyday knowledge and scientific knowledge: Understanding how matter changes
    • Gómez-Crespo, M. A., & Pozo, J. I. (2004). Relationships between everyday knowledge and scientific knowledge: Understanding how matter changes. International Journal of Science Education, 26, 1325-1344.
    • (2004) International Journal of Science Education , vol.26 , pp. 1325-1344
    • Gómez-Crespo, M.A.1    Pozo, J.I.2
  • 27
    • 0030545625 scopus 로고    scopus 로고
    • Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?
    • Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? Journal of the Learning Sciences, 5(2), 97-127.
    • (1996) Journal of The Learning Sciences , vol.5 , Issue.2 , pp. 97-127
    • Hammer, D.1
  • 28
    • 43849106087 scopus 로고    scopus 로고
    • The variability of student reasoning, lecture 3: Manifold cognitive resources
    • In E. F. Redish & M. Vicentini (Eds.), Bologna/Amsterdam: Italian Physical Society/IOS Press
    • Hammer, D. (2004). The variability of student reasoning, lecture 3: Manifold cognitive resources. In E. F. Redish & M. Vicentini (Eds.), Research on physics education (pp. 321-340). Bologna/Amsterdam: Italian Physical Society/IOS Press.
    • (2004) Research On Physics Education , pp. 321-340
    • Hammer, D.1
  • 30
    • 0034342161 scopus 로고    scopus 로고
    • Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry
    • Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352-381.
    • (2000) Science Education , vol.84 , pp. 352-381
    • Harrison, A.G.1    Treagust, D.F.2
  • 31
    • 25444488929 scopus 로고    scopus 로고
    • The particulate nature of matter: Challenges in understanding the submicroscopic world
    • In J. K. Gilbert, O. de Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Dordrecht, The Netherlands: Kluwer Academic
    • Harrison, A. G., & Treagust, D. F. (2002). The particulate nature of matter: Challenges in understanding the submicroscopic world. In J. K. Gilbert, O. de Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 189-212). Dordrecht, The Netherlands: Kluwer Academic.
    • (2002) Chemical Education: Towards Research-based Practice , pp. 189-212
    • Harrison, A.G.1    Treagust, D.F.2
  • 33
    • 0006644180 scopus 로고    scopus 로고
    • Logic, history, and the chemistry textbook: I. Does chemistry have a logical structure
    • Jensen, W. B. (1998). Logic, history, and the chemistry textbook: I. Does chemistry have a logical structure? Journal of Chemical Education, 75, 679-687.
    • (1998) Journal of Chemical Education , vol.75 , pp. 679-687
    • Jensen, W.B.1
  • 34
    • 84991125102 scopus 로고
    • Why is science difficult to learn? Things are seldom what they seem
    • Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75-83.
    • (1991) Journal of Computer Assisted Learning , vol.7 , pp. 75-83
    • Johnstone, A.H.1
  • 35
    • 0345651912 scopus 로고    scopus 로고
    • History and philosophy of science through models: Some challenges in the case of 'the atom'
    • Justi, R., & Gilbert, J. K. (2000). History and philosophy of science through models: Some challenges in the case of 'the atom'. International Journal of Science Education, 22, 993-1009.
    • (2000) International Journal of Science Education , vol.22 , pp. 993-1009
    • Justi, R.1    Gilbert, J.K.2
  • 37
    • 34248927969 scopus 로고
    • The metaphorical structure of the human conceptual system
    • Lakoff, G., & Johnson, M. (1980). The metaphorical structure of the human conceptual system. Cognitive Science, 4(2), 195-208.
    • (1980) Cognitive Science , vol.4 , Issue.2 , pp. 195-208
    • Lakoff, G.1    Johnson, M.2
  • 39
    • 1342337797 scopus 로고    scopus 로고
    • Constructivism and science education: A further appraisal
    • Matthews, M. R. (2002). Constructivism and science education: A further appraisal. Journal of Science Education and Technology, 11(2), 121-134.
    • (2002) Journal of Science Education and Technology , vol.11 , Issue.2 , pp. 121-134
    • Matthews, M.R.1
  • 40
    • 0000919361 scopus 로고
    • Intuitive physics
    • McCloskey, M. (1983). Intuitive physics. Scientific American, 248(4), 114-122.
    • (1983) Scientific American , vol.248 , Issue.4 , pp. 114-122
    • McCloskey, M.1
  • 41
    • 0003293163 scopus 로고
    • Conceptual change or conceptual profile change?
    • Mortimer, E. F. (1995). Conceptual change or conceptual profile change? Science & Education, 4(3), 267-285.
    • (1995) Science & Education , vol.4 , Issue.3 , pp. 267-285
    • Mortimer, E.F.1
  • 42
    • 0002175838 scopus 로고    scopus 로고
    • Multivoicedness and univocality in the classroom discourse: An example from theory of matter
    • Mortimer, E. F. (1998). Multivoicedness and univocality in the classroom discourse: An example from theory of matter. International Journal of Science Education, 20, 67-82.
    • (1998) International Journal of Science Education , vol.20 , pp. 67-82
    • Mortimer, E.F.1
  • 43
    • 84984014327 scopus 로고
    • Pupils' understanding of the particulate nature of matter: A cross-age study
    • Novick, S., & Nussbaum, J. (1981). Pupils' understanding of the particulate nature of matter: A cross-age study. Science Education, 65, 187-196.
    • (1981) Science Education , vol.65 , pp. 187-196
    • Novick, S.1    Nussbaum, J.2
  • 46
    • 84984051827 scopus 로고
    • Learning science: A generative process
    • Osborne, R. J., & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67,489-508.
    • (1983) Science Education , vol.67 , pp. 489-508
    • Osborne, R.J.1    Wittrock, M.C.2
  • 47
    • 0040455663 scopus 로고    scopus 로고
    • A learning pathway in high-school level quantum atomic physics
    • Petri, J., & Niedderer, H. (1998). A learning pathway in high-school level quantum atomic physics. International Journal of Science Education, 20, 1075-1088.
    • (1998) International Journal of Science Education , vol.20 , pp. 1075-1088
    • Petri, J.1    Niedderer, H.2
  • 48
    • 84983946018 scopus 로고
    • Accommodation of a scientific conception: Towards a theory of conceptual change
    • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66, 211-227.
    • (1982) Science Education , vol.66 , pp. 211-227
    • Posner, G.J.1    Strike, K.A.2    Hewson, P.W.3    Gertzog, W.A.4
  • 49
    • 27644587260 scopus 로고    scopus 로고
    • The embodied nature of implicit theories: The consistency of ideas about the nature of matter
    • Pozo, J. I., & Gómez-Crespo, M. A. (2005). The embodied nature of implicit theories: The consistency of ideas about the nature of matter. Cognition and Instruction, 23, 351-387.
    • (2005) Cognition and Instruction , vol.23 , pp. 351-387
    • Pozo, J.I.1    Gómez-Crespo, M.A.2
  • 50
    • 33645988315 scopus 로고    scopus 로고
    • A theoretical framework for physics education research: Modeling student thinking
    • In E. F. Redish & M. Vicentini (Eds.), Bologna/Am- sterdam: Italian Physical Society/IOS Press
    • Redish, E. F. (2004). A theoretical framework for physics education research: Modeling student thinking. In E. F. Redish & M. Vicentini (Eds.), Research on physics education (pp. 1-63). Bologna/Am- sterdam: Italian Physical Society/IOS Press.
    • (2004) Research On Physics Education , pp. 1-63
    • Redish, E.F.1
  • 52
    • 27744567549 scopus 로고
    • A label as a hidden persuader: Chemists' neutralization concept
    • Schmidt, H.-J. (1991). A label as a hidden persuader: Chemists' neutralization concept. International Journal of Science Education, 13, 459-471.
    • (1991) International Journal of Science Education , vol.13 , pp. 459-471
    • Schmidt, H.-J.1
  • 53
    • 84858405076 scopus 로고
    • Misconceptions reconceived: A constructivist analysis of knowledge in transition
    • Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115-163.
    • (1993) Journal of The Learning Sciences , vol.3 , Issue.2 , pp. 115-163
    • Smith, J.P.1    Disessa, A.A.2    Roschelle, J.3
  • 54
    • 0013537525 scopus 로고
    • The social construction of children's scientific knowledge
    • In P. Black & A. M. Lucas (Eds.), London: Routledge
    • Solomon, J. (1993). The social construction of children's scientific knowledge. In P. Black & A. M. Lucas (Eds.), Children's informal ideas in science (pp. 85-101). London: Routledge.
    • (1993) Children's Informal Ideas In Science , pp. 85-101
    • Solomon, J.1
  • 55
    • 0346162311 scopus 로고
    • Conceptual development of basic ideas in chemistry
    • In S. Glynn & R. Duit (Eds.), Hillsdale,NJ:Erlbaum
    • Stavy, R. (1995). Conceptual development of basic ideas in chemistry. In S. Glynn & R. Duit (Eds.), Learningscienceintheschools:Researchreformingpractice (pp.131-154). Hillsdale,NJ:Erlbaum.
    • (1995) Learningscienceintheschools:Researchreformingpractice , pp. 131-154
    • Stavy, R.1
  • 58
    • 77950937196 scopus 로고
    • Paper presented at the British Educational Research Association Annual Conference. Retrieved December 15, 2009 from
    • Taber, K. S. (1993). Stability and liability in student conceptions: Some evidence from a case study. Paper presented at the British Educational Research Association Annual Conference. Retrieved December 15, 2009 from http://www.leeds.ac.uk/bei/index.html
    • (1993) Stability and Liability In Student Conceptions: Some Evidence From a Case Study
    • Taber, K.S.1
  • 59
    • 84945769169 scopus 로고
    • Development of student understanding: A case study of stability and lability in cognitive structure
    • Taber, K. S. (1995). Development of student understanding: A case study of stability and lability in cognitive structure. Research in Science & Technological Education, 13(1), 87-97.
    • (1995) Research In Science & Technological Education , vol.13 , Issue.1 , pp. 87-97
    • Taber, K.S.1
  • 60
    • 0001892741 scopus 로고    scopus 로고
    • An alternative conceptual framework from chemistry education
    • Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20, 597-608.
    • (1998) International Journal of Science Education , vol.20 , pp. 597-608
    • Taber, K.S.1
  • 61
    • 0010767822 scopus 로고    scopus 로고
    • Case studies and generalisability-Grounded theory and research in science education
    • Taber, K. S. (2000a). Case studies and generalisability-Grounded theory and research in science education. International Journal of Science Education, 22, 469-487.
    • (2000) International Journal of Science Education , vol.22 , pp. 469-487
    • Taber, K.S.1
  • 62
    • 0010768007 scopus 로고    scopus 로고
    • Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure
    • Taber, K. S. (2000b). Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22, 399-417.
    • (2000) International Journal of Science Education , vol.22 , pp. 399-417
    • Taber, K.S.1
  • 63
    • 2442595533 scopus 로고    scopus 로고
    • Building the structural concepts of chemistry: Some considerations from educational research
    • Taber, K. S. (2001a). Building the structural concepts of chemistry: Some considerations from educational research. Chemistry Education: Research and Practice in Europe, 2, 123-158.
    • (2001) Chemistry Education: Research and Practice In Europe , vol.2 , pp. 123-158
    • Taber, K.S.1
  • 64
    • 0010843396 scopus 로고    scopus 로고
    • Shifting sands: A case study of conceptual development as competition between alternative conceptions
    • Taber, K. S. (2001b). Shifting sands: A case study of conceptual development as competition between alternative conceptions. International Journal of Science Education, 23, 731-753.
    • (2001) International Journal of Science Education , vol.23 , pp. 731-753
    • Taber, K.S.1
  • 66
    • 12344292883 scopus 로고    scopus 로고
    • Learning quanta: Barriers to stimulating transitions in student understanding of or-bital ideas
    • Taber, K. S. (2005). Learning quanta: Barriers to stimulating transitions in student understanding of or-bital ideas. Science Education, 89(1), 94-116.
    • (2005) Science Education , vol.89 , Issue.1 , pp. 94-116
    • Taber, K.S.1
  • 67
    • 85012467180 scopus 로고    scopus 로고
    • Beyond constructivism: The progressive research programme into learning science
    • Taber, K. S. (2006). Beyond constructivism: The progressive research programme into learning science. Studies in Science Education, 42, 125-184.
    • (2006) Studies In Science Education , vol.42 , pp. 125-184
    • Taber, K.S.1
  • 68
    • 42649127503 scopus 로고    scopus 로고
    • Conceptual resources for learning science: Issues of transience and grain-size in cognition and cognitive structure
    • Taber, K. S. (2008). Conceptual resources for learning science: Issues of transience and grain-size in cognition and cognitive structure. International Journal of Science Education, 30, 1027-1053.
    • (2008) International Journal of Science Education , vol.30 , pp. 1027-1053
    • Taber, K.S.1
  • 69
    • 77950960546 scopus 로고    scopus 로고
    • Learning at the symbolic level
    • In J. K. Gilbert & D. F. Treagust (Eds.), Dordrecht, The Netherlands: Springer
    • Taber, K. S. (2009a). Learning at the symbolic level. In J. K. Gilbert & D. F. Treagust (Eds.), Chemical education: Linking the representational levels of chemistry (pp. 75-108). Dordrecht, The Netherlands: Springer.
    • (2009) Chemical Education: Linking the Representational Levels of Chemistry , pp. 75-108
    • Taber, K.S.1
  • 71
    • 34047165728 scopus 로고    scopus 로고
    • Exploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionisation energy
    • Taber, K. S., & Tan, K.-C. D. (2007). Exploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionisation energy. International Journal of Science and Mathematics Education, 5, 375-392.
    • (2007) International Journal of Science and Mathematics Education , vol.5 , pp. 375-392
    • Taber, K.S.1    Tan K.-C., D.2
  • 72
    • 0040643327 scopus 로고    scopus 로고
    • The secret life of the chemical bond: Students' anthropomorphic and animistic references to bonding
    • Taber, K. S., & Watts, M. (1996). The secret life of the chemical bond: Students' anthropomorphic and animistic references to bonding. International Journal of Science Education, 18, 557-568.
    • (1996) International Journal of Science Education , vol.18 , pp. 557-568
    • Taber, K.S.1    Watts, M.2
  • 74
    • 0346081383 scopus 로고    scopus 로고
    • A comparison of year 1 and year 6 student's conceptions of evaporation and condensation: Dimensions of conceptual progression
    • Tytler, R. (2000). A comparison of year 1 and year 6 student's conceptions of evaporation and condensation: Dimensions of conceptual progression. International Journal of Science Education, 22, 447-467.
    • (2000) International Journal of Science Education , vol.22 , pp. 447-467
    • Tytler, R.1
  • 75
    • 7744223509 scopus 로고
    • Capturing and modeling the process of conceptual change
    • Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45-69.
    • (1994) Learning and Instruction , vol.4 , Issue.1 , pp. 45-69
    • Vosniadou, S.1
  • 76
    • 84958916387 scopus 로고
    • London: MIT Press. (Original work published 1934)
    • Vygotsky, L. S. (1986). Thought and language. London: MIT Press. (Original work published 1934)
    • (1986) Thought and Language
    • Vygotsky, L.S.1
  • 77
  • 78
    • 0041050003 scopus 로고
    • A study of schoolchildren's alternative frameworks of the concept of force
    • Watts, M. (1983). A study of schoolchildren's alternative frameworks of the concept of force. European Journal of Science Education, 5(2), 217-230.
    • (1983) European Journal of Science Education , vol.5 , Issue.2 , pp. 217-230
    • Watts, M.1
  • 79
    • 0010905782 scopus 로고    scopus 로고
    • An explanatory gestalt of essence: Students' conceptions of the 'natural' in physical phenomena
    • Watts, M., & Taber, K. S. (1996). An explanatory gestalt of essence: Students' conceptions of the 'natural' in physical phenomena. International Journal of Science Education, 18, 939-954.
    • (1996) International Journal of Science Education , vol.18 , pp. 939-954
    • Watts, M.1    Taber, K.S.2
  • 81
    • 0002056706 scopus 로고    scopus 로고
    • Thinking in levels: A dynamic systems approach to making sense of the world
    • Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems approach to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19.
    • (1999) Journal of Science Education and Technology , vol.8 , Issue.1 , pp. 3-19
    • Wilensky, U.1    Resnick, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.