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International Journal of Science Education Volume 39, 2017 - Issue 7
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Articles

When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams

Eric KuoDepartment of Physics, Stanford University, Stanford, CA, USA;Graduate School of Education, Stanford University, Stanford, CA, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-5292-6188View further author information
ORCID Icon,
Nicole R. HallinenGraduate School of Education, Stanford University, Stanford, CA, USAView further author information
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Luke D. ConlinGraduate School of Education, Stanford University, Stanford, CA, USAView further author information
Pages 814-839 | Received 10 Oct 2016, Accepted 14 Mar 2017, Published online: 12 Apr 2017

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