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There are 13054 results for: content related to: Item feature effects in evolution assessment

  1. Children's representations of the earth: A methodological comparison

    British Journal of Developmental Psychology

    Volume 24, Issue 2, June 2006, Pages: 353–372, Georgia Panagiotaki, Gavin Nobes and Robin Banerjee

    Version of Record online : 23 DEC 2010, DOI: 10.1348/026151005X39116

  2. Exploring Sources of Variation in Studies of Knowledge Structure Coherence: Comparing Force Meanings and Force Meaning Consistency Across Two Turkish Cities

    Science Education

    Volume 98, Issue 1, January 2014, Pages: 143–181, DOUGLAS B. CLARK, MUHSIN MENEKSE, GOKHAN OZDEMIR, CYNTHIA M. D'ANGELO and SHARON PRICE SCHLEIGH

    Version of Record online : 18 DEC 2013, DOI: 10.1002/sce.21094

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    A structural view on the emergence of a conception: Conceptual change as radical reconstruction of contexts

    Science Education

    Volume 94, Issue 4, July 2010, Pages: 640–664, Åsa Larsson and Ola Halldén

    Version of Record online : 17 NOV 2009, DOI: 10.1002/sce.20377

  4. Cognitive foundations for science assessment design: Knowing what students know about evolution

    Journal of Research in Science Teaching

    Volume 49, Issue 6, August 2012, Pages: 744–777, John E. Opfer, Ross H. Nehm and Minsu Ha

    Version of Record online : 11 JUL 2012, DOI: 10.1002/tea.21028

  5. Mental models or methodological artefacts? Adults' naïve responses to a test of children's conceptions of the earth

    British Journal of Psychology

    Volume 100, Issue 2, May 2009, Pages: 347–363, Gavin Nobes and Georgia Panagiotaki

    Version of Record online : 18 MAR 2011, DOI: 10.1348/000712608X332909

  6. Knowledge Acquisition and Conceptual Change

    Applied Psychology

    Volume 41, Issue 4, October 1992, Pages: 347–357, Stella Vosniadou

    Version of Record online : 22 JAN 2008, DOI: 10.1111/j.1464-0597.1992.tb00711.x

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    Coherence versus fragmentation in the development of the concept of force

    Cognitive Science

    Volume 28, Issue 6, November 2004, Pages: 843–900, Andrea A. diSessa, Nicole M. Gillespie and Jennifer B. Esterly

    Version of Record online : 11 FEB 2010, DOI: 10.1207/s15516709cog2806_1

  8. Concept Development of Decimals in Chinese Elementary Students: A Conceptual Change Approach

    School Science and Mathematics

    Volume 114, Issue 7, November 2014, Pages: 326–338, Ru-De Liu, Yi Ding, Min Zong and Dake Zhang

    Version of Record online : 3 NOV 2014, DOI: 10.1111/ssm.12085

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    Mental Models of the Day/Night Cycle

    Cognitive Science

    Volume 18, Issue 1, January 1994, Pages: 123–183, Stella Vosniadou and William F. Brewer

    Version of Record online : 11 FEB 2010, DOI: 10.1207/s15516709cog1801_4

  10. Adults' representations of the Earth: Implications for children's acquisition of scientific concepts

    British Journal of Psychology

    Volume 98, Issue 4, November 2007, Pages: 645–665, Gavin Nobes and Georgia Panagiotaki

    Version of Record online : 31 DEC 2010, DOI: 10.1348/000712607X178119

  11. Children's understanding of the earth in a multicultural community: mental models or fragments of knowledge?

    Developmental Science

    Volume 6, Issue 1, February 2003, Pages: 72–85, Gavin Nobes, Derek G. Moore, Alan E. Martin, Brian R. Clifford, George Butterworth, Georgia Panagiotaki and Michael Siegal

    Version of Record online : 14 FEB 2003, DOI: 10.1111/1467-7687.00257

  12. The development of scientific knowledge of the Earth

    British Journal of Developmental Psychology

    Volume 23, Issue 1, March 2005, Pages: 47–64, Gavin Nobes, Alan E. Martin and Georgia Panagiotaki

    Version of Record online : 31 DEC 2010, DOI: 10.1348/026151004x20649

  13. The acquisition of scientific knowledge: the influence of methods of questioning and analysis on the interpretation of children's conceptions of the earth

    Infant and Child Development

    Volume 20, Issue 6, November/December 2011, Pages: 432–448, Valérie Frède, Gavin Nobes, Sören Frappart, Georgia Panagiotaki, Bertrand Troadec and Alan Martin

    Version of Record online : 19 APR 2011, DOI: 10.1002/icd.730

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    A pragmatist approach to meaning making in children's discussions about gravity and the shape of the earth

    Science Education

    Volume 94, Issue 4, July 2010, Pages: 689–709, Malena Lidar, Jonas Almqvist and Leif Östman

    Version of Record online : 3 DEC 2009, DOI: 10.1002/sce.20384

  15. Building a learning progression for celestial motion: An exploration of students' reasoning about the seasons

    Journal of Research in Science Teaching

    Volume 51, Issue 7, September 2014, Pages: 902–929, Julia D. Plummer and L. Maynard

    Version of Record online : 28 APR 2014, DOI: 10.1002/tea.21151

  16. Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text

    Reading Research Quarterly

    Volume 46, Issue 4, October/November/ December 2011, Pages: 374–393, Gale M. Sinatra and Suzanne H. Broughton

    Version of Record online : 25 OCT 2011, DOI: 10.1002/RRQ.005

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    Children's ideas about the solar system and the chaos in learning science

    Science Education

    Volume 90, Issue 1, January 2006, Pages: 124–147, John G. Sharp and Paul Kuerbis

    Version of Record online : 15 NOV 2005, DOI: 10.1002/sce.20126

  18. A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases

    Journal of Research in Science Teaching

    Volume 44, Issue 2, February 2007, Pages: 303–326, Kathy Cabe Trundle, Ronald K. Atwood and John E. Christopher

    Version of Record online : 19 MAY 2006, DOI: 10.1002/tea.20121

  19. Young children learning about living things: A case study of conceptual change from ontological and social perspectives

    Journal of Research in Science Teaching

    Volume 41, Issue 5, May 2004, Pages: 449–480, Grady Venville

    Version of Record online : 16 APR 2004, DOI: 10.1002/tea.20011

  20. Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogies

    Journal of Research in Science Teaching

    Volume 42, Issue 4, April 2005, Pages: 429–464, Mei-Hung Chiu and Jing-Wen Lin

    Version of Record online : 17 MAR 2005, DOI: 10.1002/tea.20062