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Refinado por: Nome da Publicação: International Journal Of Science Education remover
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Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory
Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory
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Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory

Cachapuz, A. F. C. ; Maskill, R.

International journal of science education, 1987-07, Vol.9 (4), p.491-504 [Periódico revisado por pares]

London: Taylor & Francis Group

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Using word association in formative classroom tests: following the learning of Le Chatelier's principle
Using word association in formative classroom tests: following the learning of Le Chatelier's principle
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Using word association in formative classroom tests: following the learning of Le Chatelier's principle

Cachapuz, A. F. C. ; Maskill, R.

International journal of science education, 1989-04, Vol.11 (2), p.235-246 [Periódico revisado por pares]

London: Taylor & Francis Group

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Young pupils' ideas about the microscopic nature of matter in three different European countries
Young pupils' ideas about the microscopic nature of matter in three different European countries
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Young pupils' ideas about the microscopic nature of matter in three different European countries

Maskill, Roger ; Cachapuz, Antonio F. C. ; Koulaidis, Vasilis

International journal of science education, 1997-07, Vol.19 (6), p.631-645 [Periódico revisado por pares]

London: Taylor & Francis Group

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4
Learning about the chemistry topic of equilibrium: the use of word association tests to detect developing conceptualizations
Learning about the chemistry topic of equilibrium: the use of word association tests to detect developing conceptualizations
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Learning about the chemistry topic of equilibrium: the use of word association tests to detect developing conceptualizations

Maskill>, Roger ; Cachapuz, Antonio F. C.

International journal of science education, 1989-01, Vol.11 (1), p.57-69 [Periódico revisado por pares]

London: Taylor & Francis Group

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