Response to M. Vicentini's Comments on "Studying Conceptual Change in Learning Physics".
- Published in:
- Science Education, 1993, v. 77, n. 3, p. 343, doi. 10.1002/sce.3730770308
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- Publication type:
- Article
Works matching IS 00368326 AND DT 1993 AND VI 77 AND IP 3
Results: 7
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2
Emancipation, Relativism, and the Rhetoric of Reform: Response to Kyle.
- Published in:
- Science Education, 1993, v. 77, n. 3, p. 339, doi. 10.1002/sce.3730770307
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- Publication type:
- Article
3
Science as Argument: Implications for Teaching and Learning Scientific Thinking.
- Published in:
- Science Education, 1993, v. 77, n. 3, p. 319, doi. 10.1002/sce.3730770306
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- Publication type:
- Article
4
University Researchers' Inchoate Critiques of Science Teaching: Implications for the Content of Preservice Science Teacher Education.
- Published in:
- Science Education, 1993, v. 77, n. 3, p. 301, doi. 10.1002/sce.3730770305
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- Publication type:
- Article
5
A Challenge to Conceptual Change.
- Published in:
- Science Education, 1993, v. 77, n. 3, p. 293, doi. 10.1002/sce.3730770304
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- Publication type:
- Article
6
Science Attitudes and Preparation of Preservice Elementary Teachers.
- Published in:
- Science Education, 1993, v. 77, n. 3, p. 279, doi. 10.1002/sce.3730770303
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- Publication type:
- Article
7
Implications of Teachers' Beliefs about the Nature of Science: Comparison of the Beliefs of Scientists, Secondary Science Teachers, and Elementary Teachers.
- Published in:
- Science Education, 1993, v. 77, n. 3, p. 261, doi. 10.1002/sce.3730770302
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- Publication type:
- Article