Editorial – Longitudinal Studies on Student Learning in Science.
- Published in:
- 2005
- By:
- Publication type:
- Editorial
Works matching IS 0157244X AND DT 2005 AND VI 35 AND IP 1
Results: 8
1
2
Issues Arising from the Long-Term Evaluation of Cognitive Acceleration Programs.
- Published in:
- Research in Science Education, 2005, v. 35, n. 1, p. 3, doi. 10.1007/s11165-004-3430-5
- By:
- Publication type:
- Article
3
Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning.
- Published in:
- Research in Science Education, 2005, v. 35, n. 1, p. 23, doi. 10.1007/s11165-004-3431-4
- By:
- Publication type:
- Article
4
The Development of Children’s Concept of a Substance: A Longitudinal Study of Interaction Between Curriculum and Learning.
- Published in:
- Research in Science Education, 2005, v. 35, n. 1, p. 41, doi. 10.1007/s11165-004-3432-3
- By:
- Publication type:
- Article
5
Longitudinal Studies: Designs, Validity, Practicality, and Value.
- Published in:
- Research in Science Education, 2005, v. 35, n. 1, p. 137, doi. 10.1007/s11165-004-3437-y
- By:
- Publication type:
- Article
6
Exploring Understandings and Responses to Science: A Program of Longitudinal Studies.
- Published in:
- Research in Science Education, 2005, v. 35, n. 1, p. 99, doi. 10.1007/s11165-004-3435-0
- By:
- Publication type:
- Article
7
Managing Endings in a Longitudinal Study: Respect for Persons.
- Published in:
- Research in Science Education, 2005, v. 35, n. 1, p. 123, doi. 10.1007/s11165-004-3436-z
- By:
- Publication type:
- Article
8
A Longitudinal Study of Children’s Developing Knowledge and Reasoning in Science.
- Published in:
- Research in Science Education, 2005, v. 35, n. 1, p. 63, doi. 10.1007/s11165-004-3434-1
- By:
- Publication type:
- Article