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Juan Quílez. (1997) El principio de Le Chatelier como regla cualitativa: un obstáculo epistemológico en el aprendizaje del equilibrio químico. Journal for the Study of Education and Development 20:78, pages 73-86.
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Ola Hallden. (1988) Alternative Frameworks and the Concept of Task. Cognitive Constraints in Pupils' Interpretations of Teachers' Assignments. Scandinavian Journal of Educational Research 32:3, pages 124-140.
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Articles from other publishers (8)
Yiming Zhen, Sumeng Shi, Wei Wang & Guangming Wang. 2021. Artificial Intelligence in Education and Teaching Assessment. Artificial Intelligence in Education and Teaching Assessment
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Juan Quílez. (2006) From Chemical Forces to Chemical Rates: A Historical/Philosophical Foundation for the Teaching of Chemical Equilibrium. Science & Education 18:9, pages 1203-1251.
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Carlos Becerra-Labra, Albert Gras-Martí & Joaquín Martínez-Torregrosa. (2007) La Física con una estructurada problematizada: efectos sobre el aprendizaje conceptual, las actitudes e intereses de los estudiantes universitarios. Revista Brasileira de Ensino de Física 29:1, pages 95-103.
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Josep Lluis Doménech, Daniel Gil-Pérez, Albert Gras-Martí, Jenaro Guisasola, Joaquín Martínez-Torregrosa, Julia Salinas, Ricardo Trumper, Pablo Valdés & Amparo Vilches. (2007) Teaching of Energy Issues: A Debate Proposal for a Global Reorientation. Science & Education 16:1, pages 43-64.
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Daniel Gil Pérez, Isabel Fernández Montoro, Jaime Carrascosa Alís, António Cachapuz & João Praia. (2001) Para uma imagem não deformada do trabalho científico. Ciência & Educação (Bauru) 7:2, pages 125-153.
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J. M. Campanario. (1996) UsingCitation Classics to study the incidence of serendipity in scientific discovery. Scientometrics 37:1, pages 3-24.
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Maria Pilar Jiménez Aleixandre. (2007) Teaching evolution and natural selection: a look at textbooks and teachers. Journal of Research in Science Teaching 31:5, pages 519-535.
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Isabel Brincones & José Otero. (2006) Students' conceptions of the top‐level structure of physics texts. Science Education 78:2, pages 171-183.
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