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Tzyh-Lee Chang & Huai-Tzu Hsin. (2021) The effect of the Self-explain–Discuss–Re-explain (SDR) learning strategy on high- and low-achieving fifth-grade students’ achievement in science. Research in Science & Technological Education 39:4, pages 461-488.
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Derek Hodson. (1992) In search of a meaningful relationship: an exploration of some issues relating to integration in science and science education. International Journal of Science Education 14:5, pages 541-562.
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J. N. Honey. (1988) Models in biology: form and function. Journal of Biological Education 22:4, pages 295-300.
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Jon-Chao Hong, Ming-Yueh Hwang, Wan-Tzu Wong, Hung-Chang Lin & Che-Ming Yau. (2011) Gender differences in social cognitive learning at a technological project design. International Journal of Technology and Design Education 22:4, pages 451-472.
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Michael Allen. (2009) Learner error, affectual stimulation, and conceptual change. Journal of Research in Science Teaching 47:2, pages 151-173.
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Gerard D. Thijs & Ed Van Den Berg. (1995) Cultural factors in the origin and remediation of alternative conceptions in physics. Science & Education 4:4, pages 317-347.
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Ricardo Trumper & Paul Gorsky. (2006) Learning about energy: The influence of alternative frameworks, cognitive levels, and closed‐mindedness. Journal of Research in Science Teaching 30:7, pages 637-648.
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