Scientific knowledge acquisition as a representational change process
Most of science education research throughout many years, and the teaching models resulting fro this research, has been devoted, without much success, to promote the so-called conceptual change. In this paper students' alternative knowledge is interpreted as embodied implicit representations an...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2002-09-01
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| Series: | Investigações em Ensino de Ciências |
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| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID92/v7_n3_a2002.pdf |