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Research Reports

Conceptual Resources in Self‐developed Explanatory Models: The importance of integrating conscious and intuitive knowledge

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Pages 2367-2392 | Published online: 19 Apr 2010

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Nikolaos Fotou & Ian Abrahams. (2023) From the known to the unknown: the role of spontaneous and self-generated analogies in students’ predictions about novel situations. Research in Science & Technological Education 41:3, pages 946-960.
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S. Cullipher, H. Sevian & V. Talanquer. (2015) Reasoning about benefits, costs, and risks of chemical substances: mapping different levels of sophistication. Chemistry Education Research and Practice 16:2, pages 377-392.
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Young Hoan Cho & Seo Yon Hong. 2015. Disciplinary Intuitions and the Design of Learning Environments. Disciplinary Intuitions and the Design of Learning Environments 155 168 .
David E. Brown. (2013) Students’ Conceptions as Dynamically Emergent Structures. Science & Education 23:7, pages 1463-1483.
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Meng-Fei Cheng, Jang-Long Lin, Ying-Chi Chang, Hsiao-Wen Li, Tsung-Yu Wu & Deng-Min Lin. (2014) DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY. Journal of Baltic Science Education 13:3, pages 351-360.
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Christof Wecker, Alexander Rachel, Eva Heran-Dörr, Christine Waltner, Hartmut Wiesner & Frank Fischer. (2013) Presenting theoretical ideas prior to inquiry activities fosters theory-level knowledge. Journal of Research in Science Teaching 50:10, pages 1180-1206.
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Nicole Graulich & Peter R. Schreiner. (2011) Struktur‐Eigenschafts‐Beziehungen in der Organischen Chemie. CHEMKON 18:3, pages 109-114.
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