Effect of a Science Diagram on Primary Students’ Understanding About Magnets

Author:

Preston Christine

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference53 articles.

1. Ainsworth, S., & Th Loizou, A. (2003). The effects of self-explaining when learning with text or diagrams. Cognitive Science, 27, 669–681.

2. Anderson, C. W. (2007). Perspectives on science learning. In S.K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 3–30). New Jersey: Lawrence Erlbaum Associates.

3. Bailey, J., Frances, R., & Hill, D. (1987). Exploring ideas about magnets. Research in Science Education, 17(1), 113–116.

4. Barlex, D., & Carré, C. (1985). Visual communication in science. Cambridge: Cambridge University Press.

5. Bowen, G. M., & Roth, W. (2002). Why students may not learn to interpret scientific inscriptions. Research in Science Education, 32, 303–327.

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