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Abigail A. Howell, Michelle Jordan, Michael McKelvy, Bhanu Wahi-Singh & Hannah Shadmany. (2023) The science of science is fun: assessing the impact of interactive science demonstrations through everyday experiences and near-peer role modeling. International Journal of Science Education 45:5, pages 405-429.
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Patrice Potvin. (2023) Response of science learners to contradicting information: a review of research. Studies in Science Education 59:1, pages 67-108.
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Patrice Potvin, Lucian Nenciovici, Guillaume Malenfant-Robichaud, François Thibault, Ousmane Sy, Mohamed Amine Mahhou, Alex Bernard, Geneviève Allaire-Duquette, Jérémie Blanchette Sarrasin, Lorie-Marlène Brault Foisy, Nancy Brouillette, Audrey-Anne St-Aubin, Patrick Charland, Steve Masson, Martin Riopel, Chin-Chung Tsai, Michel Bélanger & Pierre Chastenay. (2020) Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals. Studies in Science Education 56:2, pages 157-211.
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Esme Hacıeminoğlu, Hamide Ertepınar, Özgul Yılmaz-Tüzün & Hasan Çakır. (2015) Students and school characteristics related to elementary school students' views of the nature of science. Education 3-13 43:6, pages 700-721.
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Marcus Lee Johnson & Gale M. Sinatra. (2014) The Influence of Approach and Avoidance Goals on Conceptual Change. The Journal of Educational Research 107:4, pages 312-325.
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Mesut Saçkes & Kathy Cabe Trundle. (2014) Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model. Journal of Science Teacher Education 25:4, pages 413-444.
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Huann-shyang Lin, Zuway-R Hong & Ya-Chun Chen. (2013) Exploring the Development of College Students' Situational Interest in Learning Science. International Journal of Science Education 35:13, pages 2152-2173.
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Mesut Saçkes, Kathy
Cabe Trundle, BruceW. Tuckman & LawrenceA. Krissek. (2012) Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire. The Journal of Experimental Education 80:4, pages 338-351.
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Dimitrios Stamovlasis & George Papageorgiou. (2012) Understanding Chemical Change in Primary Education: The Effect of Two Cognitive Variables. Journal of Science Teacher Education 23:2, pages 177-197.
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Benson Soong & Neil Mercer. (2011) Improving Students' Revision of Physics Concepts through ICT‐Based Co‐construction and Prescriptive Tutoring. International Journal of Science Education 33:8, pages 1055-1078.
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Georgios Tsitsipis, Dimitrios Stamovlasis & George Papageorgiou. (2010) The Effect of Three Cognitive Variables on Students’ Understanding of the Particulate Nature of Matter and its Changes of State. International Journal of Science Education 32:8, pages 987-1016.
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Basri Atasoy, Huseyin Akkus & Hakki Kadayifci. (2009) The effect of a conceptual change approach on understanding of students’ chemical equilibrium concepts. Research in Science & Technological Education 27:3, pages 267-282.
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Maree Baddock & Robert Bucat. (2008) Effectiveness of a Classroom Chemistry Demonstration using the Cognitive Conflict Strategy. International Journal of Science Education 30:8, pages 1115-1128.
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Mathias Wilde & Detlef Urhahne. (2008) Museum learning: a study of motivation and learning achievement. Journal of Biological Education 42:2, pages 78-83.
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Elise Baldy. (2007) A New Educational Perspective for Teaching Gravity. International Journal of Science Education 29:14, pages 1767-1788.
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Articles from other publishers (28)
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Julie Vaiopoulou, Themistocles Tsikalas, Dimitrios Stamovlasis & George Papageorgiou. (2023) Neo-Piagetian Predictors of Students’ Performance in Science Learning: Evidence from Primary Education. Behavioral Sciences 13:1, pages 64.
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سالم الخوالده. (2022) تعزيز تعلم "الوراثة" باستخدام دورة التعلم لدى طلبة الصف العاشر الأساسي. مجلة جامعة الشارقة للعلوم الانسانية والاجتماعية 11:1, pages 171-202.
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Keith Zvoch, Susan Holveck & Lorna Porter. (2019) Teaching for Conceptual Change in a Density Unit Provided to Seventh Graders: A Comparison of Teacher- and Student-Centered Approaches. Research in Science Education 51:5, pages 1395-1421.
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Juhaina Awawdeh Shahbari. (2021) Cognitive Conflict in Technological Environment: Cognitive Process and Emotions through Intuitive Errors in Area, Perimeter and Volume. Mathematics 9:14, pages 1672.
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Xiaofei Li, Gongxiang Chen & Chunliang Yang. (2021) How cognitive conflict affects judgments of learning: Evaluating the contributions of processing fluency and metamemory beliefs. Memory & Cognition 49:5, pages 912-922.
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Subuh Anggoro, Ari Widodo, Andi Suhandi & David F. Treagust. (2019) Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. EURASIA Journal of Mathematics, Science and Technology Education 15:8.
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A F Wyrasti, C Sa’dijah, A R As’ari & I M Sulandra. (2019) An autocognitive conflict and its mapping in solving mathematics problem. Journal of Physics: Conference Series 1157, pages 022126.
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Ertan Çetinkaya. (2019) Açık-Düşündürücü Yaklaşıma Dayalı Etkinliklerin Ortaokul Öğrencilerinin Bilimin Doğası Görüşlerine Etkisi. Kuramsal Eğitimbilim, pages 227-259.
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Charoula Angeli, Nicos Valanides, Eirini Polemitou & Elena Fraggoulidou. (2016) An interaction effect between young children's field dependence-independence and order of learning with glass-box and black-box simulations: Evidence for the malleability of cognitive style in computer-supported learning. Computers in Human Behavior 61, pages 569-583.
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Yassine Salih Alj. (2015) Students’ preconception due to former students’ feedback about the difficulty of an undergraduate engineering course. Journal of Applied Research in Higher Education 7:2, pages 360-371.
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Han Su Lee & Jongwon Park. (2013) DEDUCTIVE REASONING TO TEACH NEWTON’S LAW OF MOTION. International Journal of Science and Mathematics Education 11:6, pages 1391-1414.
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Wolff-Michael Roth. (2013) Contradictions and uncertainty in scientists’ mathematical modeling and interpretation of data. The Journal of Mathematical Behavior 32:3, pages 593-612.
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Mauricio R.M.P. Luz, Gabriel A. Oliveira & Andrea T. Da Poian. (2013) Glucose as the sole metabolic fuel: Overcoming a misconception using conceptual change to teach the energy-yielding metabolism to Brazilian high school students. Biochemistry and Molecular Biology Education 41:4, pages 224-231.
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Carol Evans, John T. E. Richardson & Michael Waring. (2013) Field independence: Reviewing the evidence. British Journal of Educational Psychology 83:2, pages 210-224.
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Gyoungho Lee & Jinseog Yi. (2012) WHERE COGNITIVE CONFLICT ARISES FROM?: THE STRUCTURE OF CREATING COGNITIVE CONFLICT. International Journal of Science and Mathematics Education 11:3, pages 601-623.
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김은영. (2012) Children’s knowledge and reasoning about buoyancy. Korean Journal of Early Childhood Education 32:6, pages 243-266.
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Gyoungho Lee & Taejin Byun. (2011) An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship Between Cognitive Conflict and Responses. Research in Science Education 42:5, pages 943-965.
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Georgios Tsitsipis, Dimitrios Stamovlasis & George Papageorgiou. (2011) A PROBABILISTIC MODEL FOR STUDENTS’ ERRORS AND MISCONCEPTIONS ON THE STRUCTURE OF MATTER IN RELATION TO THREE COGNITIVE VARIABLES. International Journal of Science and Mathematics Education 10:4, pages 777-802.
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Dimitrios Stamovlasis, Georgios Tsitsipis & George Papageorgiou. (2012) Structural equation modeling in assessing students' understanding of the state changes of matter. Chem. Educ. Res. Pract. 13:3, pages 357-368.
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Edna Bravo, Beatriz Amante, Pep Simo, Mihaela Enache & Vicenc Fernandez. (2011) Video as a new teaching tool to increase student motivation. Video as a new teaching tool to increase student motivation.
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Hun-Sik Kang, Sook-Yeong Choi & Tae-Hee Noh. (2007) The Influences of Cognitive Conflict, Situational Interest, and Learning Process Variables on Conceptual Change in Cognitive onflict Strategy with an Alternative Hypothesis. Journal of the Korean Chemical Society 51:3, pages 279-286.
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