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Direct linkvon Aufschnaiter, Claudia; Rogge, Christian – EURASIA Journal of Mathematics, Science & Technology Education, 2010
Research on conceptual change assumes that students enter a science classroom with prior(mis-)conceptions. When being exposed to instruction, students are supposed to develop or change their conceptions to (more) scientific concepts. As a consequence, instruction typically concentrates on appropriate examples demonstrating that students'…
Descriptors: Scientific Concepts, Concept Formation, Misconceptions, Physics
