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Original Articles

From conceptual development to science education: a psychological point of view

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Pages 1213-1230 | Published online: 09 Jul 2006

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Elina Malleus, Grete Arro, Triinu Jesmin, Esta Kaal, Mihkel Kangur, Arko Olesk, Liisa Puusepp, Jaanus Terasmaa & Terje Väljataga. (2023) Asking meaningful questions in digital outdoor learning tool - a way to support conceptual change. Environmental Education Research 0:0, pages 1-19.
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Richard Brock. (2015) Intuition and insight: two concepts that illuminate the tacit in science education. Studies in Science Education 51:2, pages 127-167.
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Francisco Javier Muela & Ana María Abril. (2014) Genetics and Cinema: Personal Misconceptions that Constitute Obstacles to Learning. International Journal of Science Education, Part B 4:3, pages 260-280.
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Sabine Poehnl & Franz X. Bogner. (2013) A modified refutation text design: effects on instructional efficiency for experts and novices. Educational Research and Evaluation 19:5, pages 402-425.
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Michael Hast & Christine Howe. (2013) Towards a Complete Commonsense Theory of Motion: The interaction of dimensions in children's predictions of natural object motion. International Journal of Science Education 35:10, pages 1649-1662.
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Jing‐Wen Lin & Mei‐Hung Chiu. (2010) The Mismatch between Students’ Mental Models of Acids/Bases and their Sources and their Teacher’s Anticipations thereof. International Journal of Science Education 32:12, pages 1617-1646.
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Aaron D. Isabelle & Cornelis de Groot. (2008) Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method. Journal of Science Teacher Education 19:5, pages 417-435.
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George Papageorgiou, Philip Johnson & Fotis Fotiades. (2008) Explaining melting and evaporation below boiling point. Can software help with particle ideas?. Research in Science & Technological Education 26:2, pages 165-183.
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Tanja Riemeier & Harald Gropengießer. (2008) On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments. International Journal of Science Education 30:7, pages 923-939.
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Ou Lydia Liu, Hee-Sun Lee, Carolyn Hofstetter & MarciaC. Linn. (2008) Assessing Knowledge Integration in Science: Construct, Measures, and Evidence. Educational Assessment 13:1, pages 33-55.
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Nam-Hwa Kang. (2007) Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research. Journal of Science Teacher Education 18:4, pages 469-495.
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Stella Vosniadou. (2007) The Cognitive-Situative Divide and the Problem of Conceptual Change. Educational Psychologist 42:1, pages 55-66.
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Georgia Panagiotaki, Gavin Nobes & Robin Banerjee. (2006) Is the world round or flat? Children's understandingof the earth. European Journal of Developmental Psychology 3:2, pages 124-141.
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Michael Komorek & Reinders Duit. (2004) The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in the domain of non‐linear systems. International Journal of Science Education 26:5, pages 619-633.
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Reinders Duit & DavidF. Treagust. (2003) Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education 25:6, pages 671-688.
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N. Marín Martínez, I. Solano & E. Jiménez Gómez. (2001) Characteristics of the methodology used to describe students' conceptions. International Journal of Science Education 23:7, pages 663-690.
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Karen Pine, David Messer & Kate St. John. (2001) Children's Misconceptions in Primary Science: A Survey of teachers' views. Research in Science & Technological Education 19:1, pages 79-96.
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Articles from other publishers (106)

Joseph A. Colantonio, Igor Bascandziev, Maria Theobald, Garvin Brod & Elizabeth Bonawitz. (2023) Priors, Progressions, and Predictions in Science Learning: Theory-Based Bayesian Models of Children’s Revising Beliefs of Water Displacement. IEEE Transactions on Cognitive and Developmental Systems 15:3, pages 1487-1500.
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Tomoya Horiguchi, Tsukasa Hirashima & Yusuke Hayashi. (2023) Error‐based simulation as a thought experimental method for changing “motion implies a force” misconception: An evaluation . Journal of Computer Assisted Learning 39:4, pages 1290-1302.
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