| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
ANALYSIS OF STUDENT UNDERSTANDING OF SCIENCE CONCEPTS INCLUDING MATHEMATICAL REPRESENTATIONS: pH VALUES AND THE RELATIVE DIFFERENCES OF pH VALUES
|
Park, Eun-Jung
|
|
2012
|
11 |
3 |
p. 683-706
|
artikel
|
| 2 |
Call for Papers Introduction to the Special Issue
|
|
|
2013
|
11 |
3 |
p. 787-788
|
artikel
|
| 3 |
CURRICULUM SEQUENCING AND THE ACQUISITION OF CLOCK-READING SKILLS AMONG CHINESE AND FLEMISH CHILDREN
|
Burny, Elise
|
|
2012
|
11 |
3 |
p. 761-785
|
artikel
|
| 4 |
PERCEIVED SOCIAL RELATIONSHIPS AND SCIENCE LEARNING OUTCOMES FOR TAIWANESE EIGHTH GRADERS: STRUCTURAL EQUATION MODELING WITH A COMPLEX SAMPLING CONSIDERATION
|
Jen, Tsung-Hau
|
|
2012
|
11 |
3 |
p. 575-600
|
artikel
|
| 5 |
QUALITY OF THE TASKS IN THE NEW TURKISH ELEMENTARY MATHEMATICS TEXTBOOKS: THE CASE OF PROPORTIONAL REASONING
|
Bayazit, Ibrahim
|
|
2012
|
11 |
3 |
p. 651-682
|
artikel
|
| 6 |
READINESS AND ATTITUDES AS INDICATORS FOR SUCCESS IN COLLEGE CALCULUS
|
Pyzdrowski, Laura J.
|
|
2012
|
11 |
3 |
p. 529-554
|
artikel
|
| 7 |
STUDY ON LATVIAN MATHEMATICS TEACHERS’ ESPOUSED BELIEFS ABOUT TEACHING AND LEARNING AND REPORTED PRACTICES
|
Šapkova, Aļesja
|
|
2012
|
11 |
3 |
p. 733-759
|
artikel
|
| 8 |
THE EFFECTIVENESS OF PREDICT–OBSERVE–EXPLAIN TECHNIQUE IN PROBING STUDENTS’ UNDERSTANDING ABOUT ACID–BASE CHEMISTRY: A CASE FOR THE CONCEPTS OF pH, pOH, AND STRENGTH
|
Kala, Nesli
|
|
2012
|
11 |
3 |
p. 555-574
|
artikel
|
| 9 |
THE RELATIONSHIP BETWEEN LEARNERS’ DISTRUST OF SCIENTIFIC MODELS, THEIR SPATIAL ABILITY, AND THE VIVIDNESS OF THEIR MENTAL IMAGES
|
Al-Balushi, Sulaiman M.
|
|
2012
|
11 |
3 |
p. 707-732
|
artikel
|
| 10 |
USING A DISCIPLINARY DISCOURSE LENS TO EXPLORE HOW REPRESENTATIONS AFFORD MEANING MAKING IN A TYPICAL WAVE PHYSICS COURSE
|
Enghag, Margareta
|
|
2012
|
11 |
3 |
p. 625-650
|
artikel
|
| 11 |
WHERE COGNITIVE CONFLICT ARISES FROM?: THE STRUCTURE OF CREATING COGNITIVE CONFLICT
|
Lee, Gyoungho
|
|
2012
|
11 |
3 |
p. 601-623
|
artikel
|
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