-
1
-
-
84983967464
-
Teacher awareness of student alternate conceptions about rotational motion and gravity
-
Berg, T., and Brouwer, W., 1991. Teacher awareness of student alternate conceptions about rotational motion and gravity. Journal of Research in Science Teaching, 28: 3–18.
-
(1991)
Journal of Research in Science Teaching
, vol.28
, pp. 3-18
-
-
Berg, T.1
Brouwer, W.2
-
2
-
-
0002363269
-
Students’ preconceptions in introductory mechanics
-
Clement, J., 1992. Students’ preconceptions in introductory mechanics. American Journal of Physics, 50: 66–71.
-
(1992)
American Journal of Physics
, vol.50
, pp. 66-71
-
-
Clement, J.1
-
4
-
-
0002021117
-
Unlearning Aristotelian physics: a study of knowledge-based learning
-
Di Sessa, A., 1982. Unlearning Aristotelian physics: a study of knowledge-based learning. Cognitive Science, 6: 37–75.
-
(1982)
Cognitive Science
, vol.6
, pp. 37-75
-
-
Di Sessa, A.1
-
5
-
-
0002762937
-
Phenomenology and the evolution of intuition
-
Gentner D., Stevens A., (eds), Hillsdale, NJ: Erlbaum,. Edited by
-
Di Sessa, A., 1983. “ Phenomenology and the evolution of intuition ”. In Mental Models, Edited by: Gentner, D., and Stevens, A., Hillsdale, NJ: Erlbaum.
-
(1983)
Mental Models
-
-
Di Sessa, A.1
-
6
-
-
85067488636
-
The construction of scientific knowledge in school classrooms
-
Millar R., (ed), London: Falmer Press,. Edited by
-
Driver, R., 1989. “ The construction of scientific knowledge in school classrooms ”. In Doing Science: images of science in science education, Edited by: Millar, R., 83–106. London: Falmer Press.
-
(1989)
Doing Science: images of science in science education
, pp. 83-106
-
-
Driver, R.1
-
7
-
-
53249111189
-
A constructivist approach to curriculum development in science
-
Driver, R., and Oldham, V., 1986. A constructivist approach to curriculum development in science. Studies in Science Education, 13: 105–122.
-
(1986)
Studies in Science Education
, vol.13
, pp. 105-122
-
-
Driver, R.1
Oldham, V.2
-
8
-
-
0013235084
-
Science content and constructivist views of learning and teaching
-
Fensham P., Gunstone R., White R., (eds), London: Falmer Press, and,. Edited by
-
Fensham, P., Gunstone, R., and White, R., 1994. “ Science content and constructivist views of learning and teaching ”. In The Content of Science--a constructivist approach to its teaching and learning, Edited by: Fensham, P., Gunstone, R., and White, R., 1–8. London: Falmer Press.
-
(1994)
The Content of Science--a constructivist approach to its teaching and learning
, pp. 1-8
-
-
Fensham, P.1
Gunstone, R.2
White, R.3
-
9
-
-
10844233651
-
Learning about force: simulating the outcomes of pupils’ misconceptions
-
Finegold, M., and Gorsky, P., 1988. Learning about force: simulating the outcomes of pupils’ misconceptions. Instructional Science, 17: 251–261.
-
(1988)
Instructional Science
, vol.17
, pp. 251-261
-
-
Finegold, M.1
Gorsky, P.2
-
10
-
-
0008998276
-
Students’ concepts of force as applied to related physical systems: a search for consistency
-
Finegold, M., and Gorsky, P., 1991. Students’ concepts of force as applied to related physical systems: a search for consistency. International Journal of Science Education, 13: 97–113.
-
(1991)
International Journal of Science Education
, vol.13
, pp. 97-113
-
-
Finegold, M.1
Gorsky, P.2
-
11
-
-
0002225819
-
The importance of specific science content in the enhancement of metacognition
-
Fensham P., Gunstone R., White R., (eds), London: Falmer Press,. Edited by
-
Gunstone, R., 1994. “ The importance of specific science content in the enhancement of metacognition ”. In The Content of Science--a constructivist approach to its teaching and learning, Edited by: Fensham, P., Gunstone, R., and White, R., 131–146. London: Falmer Press.
-
(1994)
The Content of Science--a constructivist approach to its teaching and learning
, pp. 131-146
-
-
Gunstone, R.1
-
13
-
-
0001484598
-
Prior beliefs and cognitive change in learning to teach
-
Hollingsworth, S., 1989. Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26: 160–189.
-
(1989)
American Educational Research Journal
, vol.26
, pp. 160-189
-
-
Hollingsworth, S.1
-
15
-
-
84987252007
-
Survey of English primary teachers’ conceptions of force, energy and materials
-
Kruger, C., Palacio, D., and Summers, M., 1992. Survey of English primary teachers’ conceptions of force, energy and materials. Science Education, 76: 339–351.
-
(1992)
Science Education
, vol.76
, pp. 339-351
-
-
Kruger, C.1
Palacio, D.2
Summers, M.3
-
16
-
-
85064305402
-
-
Hamilton, New Zealand: University of Waikato, Working paper 34
-
Schollum, B., Hill, G., and Osborne, R., 1981. Teaching about Force, Learning in Science Project Hamilton, New Zealand: University of Waikato. Working paper No. 34
-
(1981)
Teaching about Force
-
-
Schollum, B.1
Hill, G.2
Osborne, R.3
-
17
-
-
84989026730
-
The accommodation of science pedagogical knowledge: the application of conceptual change constructs to teacher education
-
Stofflett, R., 1994. The accommodation of science pedagogical knowledge: the application of conceptual change constructs to teacher education. Journal of Research in Science Teaching, 31: 787–810.
-
(1994)
Journal of Research in Science Teaching
, vol.31
, pp. 787-810
-
-
Stofflett, R.1
-
18
-
-
0008997331
-
-
Oxford: Oxford University, Department of Educational Studies and Westminster College
-
Summers, M., Kruger, C., and Palacio, D., 1993. Long Term Impact of a Mew Approach to Teacher Education for Primary Science, Oxford: Oxford University, Department of Educational Studies and Westminster College.
-
(1993)
Long Term Impact of a Mew Approach to Teacher Education for Primary Science
-
-
Summers, M.1
Kruger, C.2
Palacio, D.3
-
19
-
-
84987197517
-
Evaluation of an introductory course on ‘force’ considering students’ preconceptions
-
Thijs, G., 1992. Evaluation of an introductory course on ‘force’ considering students’ preconceptions. Science Education, 76: 155–174.
-
(1992)
Science Education
, vol.76
, pp. 155-174
-
-
Thijs, G.1
-
22
-
-
84918426063
-
Spontaneous reasoning in elementary dynamics
-
Viennot, L., 1979. Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1: 205–221.
-
(1979)
European Journal of Science Education
, vol.1
, pp. 205-221
-
-
Viennot, L.1
-
23
-
-
0039529628
-
Gravity--don't take it for granted
-
Watts, D., 1982. Gravity--don't take it for granted. Physics Education, 17: 116–121.
-
(1982)
Physics Education
, vol.17
, pp. 116-121
-
-
Watts, D.1
-
24
-
-
84970159885
-
Teacher education students’ preconceptions of teaching
-
Weinstein, C., 1989. Teacher education students’ preconceptions of teaching. Journal of Teacher Education, 39: 53–60.
-
(1989)
Journal of Teacher Education
, vol.39
, pp. 53-60
-
-
Weinstein, C.1
-
25
-
-
84963482948
-
Designing computer games to help physics students understand Newton's laws of motion
-
White, B., 1984. Designing computer games to help physics students understand Newton's laws of motion. Cognition and Instruction, 1: 69–108.
-
(1984)
Cognition and Instruction
, vol.1
, pp. 69-108
-
-
White, B.1
-
26
-
-
0001592487
-
Taking account of student teachers’ preconceptions
-
Wubbels, T., 1992. Taking account of student teachers’ preconceptions. Teaching and Teacher Education, 8: 137–149.
-
(1992)
Teaching and Teacher Education
, vol.8
, pp. 137-149
-
-
Wubbels, T.1
|