Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules
暂无分享,去创建一个
C. Furió | Carlos Furió | Mª L. Calatayud | S. L. Barcenas | O. M. Padilla | M. Calatayud | S. Barcenas
[1] G. Crosby. Structure, bonding, and excited states of coordination complexes , 1983 .
[2] J. Minstrell. Explaining the ’’at rest’’ condition of an object , 1982 .
[3] Roger Osborne,et al. Learning in science , 1985 .
[4] P. Hewson,et al. The conditions of conceptual change in the classroom , 1989 .
[5] D. Kuhn. Science as argument : Implications for teaching and learning scientific thinking , 1993 .
[6] Ibrahim A. Halloun,et al. Common sense concepts about motion , 1985 .
[7] H. Birch,et al. The negative effect of previous experience on productive thinking. , 1951, Journal of experimental psychology.
[8] P. Hewson,et al. Accommodation of a scientific conception: Toward a theory of conceptual change , 1982 .
[9] M. Hewson,et al. The Influence of Intellectual Environment on Conceptions of Heat. , 1984 .
[10] Maher Z. Hashweh. Toward an explanation of conceptual change , 1986 .
[11] David F. Treagust,et al. Development and Application of a Diagnostic Instrument to Evaluate Grade-11 and -12 Students' Concepts of Covalent Bonding and Structure Following a Course of Instruction. , 1989 .
[12] John R. Anderson. Cognitive Psychology and Its Implications , 1980 .
[13] Norman Frederiksen,et al. Implications of Cognitive Theory for Instruction in Problem Solving , 1984 .
[14] Ron Good,et al. Problem solving and chemical equilibrium: Successful versus unsuccessful performance , 1989 .
[15] B. Andersson,et al. The experiential gestalt of causation: a common core to pupils’ preconceptions in science , 1986 .
[16] D. Gil-Pérez,et al. Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching , 1994 .
[17] Henry Heikkinen,et al. Student ideas regarding chemical equilibrium: What written test answers do not reveal , 1990 .
[18] R. Driver,et al. Students’ conceptions and the learning of science , 1989 .
[19] Richard T. White,et al. Metalearning and conceptual change , 1989 .
[20] Peter W. Hewson,et al. Epistemological commitments in the learning of science: Examples from dynamics , 1985 .
[21] Peter W. Hewson,et al. Effect of instruction using microcomputer simulations and conceptual change strategies on science learning , 1986 .
[22] J. Nussbaum,et al. Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy , 1982 .
[23] Jean-Louis Closset,et al. Raisonnements en électricité et en hydrodynamique , 1992 .
[24] R. Duschl,et al. Epistemological perspectives on conceptual change: Implications for educational practice , 1991 .
[25] Thomas J. Shuell,et al. Cognitive psychology and conceptual change: Implications for teaching science† , 1987 .
[26] R. Gunstone,et al. Developments in style and purpose of research on the learning of science , 1988 .
[27] L. Viennot. RAISONNEMENT A PLUSIEURS VARIABLES TENDANCES DE LA PENSÉE COMMUNE , 1992 .
[28] C. Furió,et al. Difficulties with the Geometry and Polarity of Molecules: Beyond Misconceptions , 1996 .
[29] Reinders Duit,et al. Students' Alternative Frameworks and Science Education. Bibliography. 3rd Edition. IPN Reports-in-Brief = Alltagsvorstellungen und Naturwissenschaftlicher Unterricht. Bibliographie. 3. Auflage. IPN-Kurzberichte. , 1991 .
[30] Robert J. Whitaker,et al. Aristotle is not dead: Student understanding of trajectory motion , 1983 .
[31] Daniel Perez,et al. Science learning as a conceptual and methodological change , 1985 .
[32] P. Cobb,et al. Analogies from the philosophy and sociology of science for understanding classroom life , 1991 .