How Middle School Students Represent Phase Change and Interpret Textbook Representations: a Comparison of Student and Textbook Representations
Author:
Funder
Bilimsel Araştirma Projeleri Birimi, Istanbul Üniversitesi
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-019-9834-z.pdf
Reference118 articles.
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2. Abimbola, I. O., & Baba, S. (1996). Misconceptions & alternative conceptions in science textbooks: the role of teachers as filters. The American Biology Teacher, 58(1), 14–19.
3. Adadan, E., Irving, K. E., & Trundle, K. C. (2009). Impacts of multi-representational instruction on high school students’ conceptual understandings of the particulate nature of matter. International Journal of Science Education, 31(13), 1743–1775.
4. Adbo, K., & Taber, K. S. (2009). Learners’ mental models of the particle nature of matter: a study of 16-year-old Swedish science students. International Journal of Science Education, 31(6), 757–786. https://doi.org/10.1080/09500690701799383.
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