Observation and Inference in Chemistry Teaching: a Model-Based Approach to the Integration of the Macro and Submicro Levels
Author:
Funder
Agencia Nacional de Promoción Científica y Tecnológica
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11191-021-00216-z.pdf
Reference107 articles.
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2. Adadan, E., Trundle, K. C., & Irving, K. E. (2010). Exploring Grade 11 students’ conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction. Journal of Research in Science Teaching, 47(8), 1004–1035. https://doi.org/10.1002/tea.20366.
3. Adúriz-Bravo, A. (2013). A ‘Semantic’ view of scientific models for science education. Science & Education, 22(7), 1593–1611.
4. Adúriz Bravo, A. (2015). Pensamiento “basado en modelos” en la enseñanza de las Ciencias Naturales. Revista del Instituto de Investigaciones en Educación, (6), 20.
5. Adúriz-Bravo, A. (2019). Semantic views on models: An appraisal for science education. In A. Upmeier zu Belzen, D. Krüger, & J. van Driel (Eds.), Towards a competence-based view on models and modeling in science education (pp. 21–37). Cham: Springer. https://doi.org/10.1007/s11191-011-9431-7.
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