Using a Conceptual-Change Approach to Help Preservice Science Teachers Reorganize Their Knowledge Structures for Constructivist Teaching
Author:
Affiliation:
1. University Brunei DarussalamGadongBrunei
2. Columbia University Teachers CollegeNew YorkNYU.S.A
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1023/B%3AJSTE.0000031463.56206.a5
Reference40 articles.
1. Neurocognitive Models of Information Processing and Knowledge Acquisition
2. Some interrelationships between constructivist models of learning and current neurobiological theory, with implications for science education
3. A flow-map method of representing cognitive structure based on respondents' narrative using science content
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