| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta Interference
|
Ayene, Mengesha
|
|
2018
|
17 |
6 |
p. 1049-1070
|
artikel
|
| 2 |
Articulating Teachers’ Creation of Technological Pedagogical Mathematical Knowledge (TPMK) for Supporting Mathematical Inquiry with Authentic Problems
|
Koh, Joyce Hwee Ling
|
|
2018
|
17 |
6 |
p. 1195-1212
|
artikel
|
| 3 |
Curriculum Matters: What We Teach and What Students Gain
|
Wang, Zhaoyun
|
|
2018
|
17 |
6 |
p. 1129-1149
|
artikel
|
| 4 |
Effectiveness of Design-Based Science on Students’ Learning in Electrical Energy and Metacognitive Self-Regulation
|
Tas, Yasemin
|
|
2018
|
17 |
6 |
p. 1109-1128
|
artikel
|
| 5 |
Examining Technology-Mediated Communication Using a Commognitive Lens: the Case of Touchscreen-Dragging in Dynamic Geometry Environments
|
Ng, Oi-Lam
|
|
2018
|
17 |
6 |
p. 1173-1193
|
artikel
|
| 6 |
Expert-Based Cognitive Model and Student-Based Cognitive Model in the Learning of “Time”: Match or Mismatch?
|
Sia, Carolyn Jia Ling
|
|
2018
|
17 |
6 |
p. 1089-1107
|
artikel
|
| 7 |
Middle Schoolers’ Biases and Strategies in a Fraction Comparison Task
|
Gómez, David Maximiliano
|
|
2018
|
17 |
6 |
p. 1233-1250
|
artikel
|
| 8 |
Supporting Elementary Teachers’ Planning and Assessing of Mathematical Reasoning
|
Davidson, Aylie
|
|
2018
|
17 |
6 |
p. 1151-1171
|
artikel
|
| 9 |
The Impact of Digital Divides on Student Mathematics Achievement in Confucian Heritage Cultures: a Critical Examination Using PISA 2012 Data
|
Tan, Cheng Yong
|
|
2018
|
17 |
6 |
p. 1213-1232
|
artikel
|
| 10 |
15/16-Year-Old Students’ Reasons for Choosing and Not Choosing Physics at a Level
|
DeWitt, Jennifer
|
|
2018
|
17 |
6 |
p. 1071-1087
|
artikel
|
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