Publisher
Springer Science and Business Media LLC
Reference80 articles.
1. Abimbola, I. O. (1988). The problem of terminology in the study of student conceptions in science. Science Education, 72(2), 175–84. https://eric.ed.gov/?id=EJ371105.
2. Akkuzu, N., & Uyulgan, M. A. (2016). An epistemological inquiry into organic chemistry education: Exploration of undergraduate students’ conceptual understanding of functional groups. Chemistry Education Research and Practice, 17(1), 36–57. https://doi.org/10.1039/C5RP00128E
3. Ammase, A., Siahaan, P., & Fitriani, A. (2019). Identification of junior high school students’ misconceptions on solid matter and pressure liquid substances with four tier test. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022034
4. Aronsson, P., Booth, S., Hägg, S., Kjellgren, K., Zetterqvist, A., Tobin, G., & Reis, M. (2015). The understanding of core pharmacological concepts among health care students in their final semester. BMC Medical Education, 15, 1–8. https://doi.org/10.1186/s12909-015-0522-z
5. Ates, S., & Ceran, S. A. (2020). Conceptual understanding levels of students with different cognitive styles: An evaluation in terms of different measurement techniques. Eurasian Journal of Educational Research, 20(88), 149–178.