Conceptual understanding and science learning: An interpretation of research within a sources-of-knowledge framework

Authors


  • A version of this article was presented at the Australian Science Education Research Association annual conference held at Monash University, Melbourne, Australia, 1984. This version of the paper has benefited from the comments of our colleagues Bernice Goldmark and Susan Parker at Sonoma State University and from the suggestions of Pinchas Tamir of the Hebrew University of Jerusalem, Israel. We are grateful to Marilyn Chandler for typing the penultimate draft of this article.

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