Conceptual change: Still a powerful framework for improving the practice of science instruction
© Springer Science+Business Media B.V. 2012. Conceptual change perspectives of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. Research...
| Main Authors: | , |
|---|---|
| Format: | Book Chapter |
| Published: |
2012
|
| Online Access: | http://hdl.handle.net/20.500.11937/7778 |