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Direct linkAl-Balushi, Sulaiman M. – EURASIA Journal of Mathematics, Science & Technology Education, 2013
The effect of different textual versions (macroscopic (control), submicroscopic, and guided imagery) of the explanation of a chemical phenomenon on students' submicroscopic explanation of a related phenomenon was examined. The sample included 152 pre-service science teachers. The three textual versions of the explanation were distributed randomly…
Descriptors: Chemistry, Scientific Concepts, Preservice Teachers, Science Teachers
