The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter
Author:
Publisher
Modestum Publishing Ltd
Subject
Applied Mathematics,Education
Link
https://www.ejmste.com/download/the-effect-of-e-learning-strategy-at-primary-school-level-on-understanding-structure-and-states-of-7783.pdf
Reference105 articles.
1. Adadan, E. (2013). Using multiple representations to promote grade 11 students’ scientific understanding of the particle theory of matter. Research in Science Education, 43(3), 1079-1105. https://doi.org/10.1007/s11165-012-9299-9.
2. 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.
3. Akaygun, S., & Jones, L. L. (2013). Dynamic visualizations: Tools for understanding the particulate nature of matter. In G. Tsaparlis & H. Sevian (Eds.), Concepts of matter in science education (pp. 281-300). Dordrecht, Netherlands: Springer Science + Business Media B.V. https://doi.org/10.1007/978-94-007-5914-5_13.
4. Al-Balushi, S. M. (2011). Students’ evaluation of the credibility of scientific models that represent natural entities and phenomena. International Journal of Science and Mathematics Education, 9(3), 571-601. https://doi.org/10.1007/s10763-010-9209-4.
5. Al-Balushi, S. M. (2013). The relationship between learners’ distrust of scientific models, their spatial ability, and the vividness of their mental images. International Journal of Science and Mathematics Education, 11(3), 707-732. https://doi.org/10.1007/s10763-012-9360-1.
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