Helping young children to see what is relevant and why: supporting cognitive change in earth science using analogy-Reference-Cited by-同舟云学术

Helping young children to see what is relevant and why: supporting cognitive change in earth science using analogy

Published:2004-12-17 Issue:15 Volume:26 Page:1855-1873
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Blake Anthony¹

Affiliation:

1. a School of Education, Communication & Language Sciences , University of Newcastle‐upon‐Tyne , Newcastle‐upon‐Tyne , UK E-mail:

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0950069042000266173

Reference40 articles.

1. The Everyday Perspective and Exceedingly Unobvious Meaning

2. Blake A (1999) Children’s understanding of aspects of earth science at key stage 2: conceptions and conceptual change Unpublished Ed.D. thesis, University of Newcastle.

3. The Effect of Various Kinds of Lesson on Conceptual Understanding in Science

4. Structural representations of students' knowledge before and after science instruction

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