Reference : Conceptual change research and science education practice: A response from educators
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/15211
Conceptual change research and science education practice: A response from educators
English
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Horowitz, G []
Otulaja, F.S. []
Gillespie, N []
Shady, A []
Augustin, L.A. []
2008
Cultural Studies of Science Education
Springer Science & Business Media B.V.
3
2
451-470
No
1871-1502
[en] Science education ; Research context ; Conceptual change ; Teacher research ; Metalogue
[en] We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science.
http://hdl.handle.net/10993/15211
10.1007/s11422-008-9094-0
Available at: http://link.springer.com/article/10.1007/s11422-008-9094-0#page-1

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