Conceptual change: Still a powerful framework for improving the practice of science instruction

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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...

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Bibliographic Details
Main Authors:	Duit, R., Treagust, David
Format:	Book Chapter
Published:	2012
Online Access:	http://hdl.handle.net/20.500.11937/7778

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