The purpose of this Special Issue is to contribute toward our understanding of instructional contexts and practices which promote and sustain the process of conceptual change in science domains within natural and complex learning environments, such as classrooms, by bringing together recent work in this area.
Instructional practices for conceptual change in science domains
MASON, LUCIA
2001
Abstract
The purpose of this Special Issue is to contribute toward our understanding of instructional contexts and practices which promote and sustain the process of conceptual change in science domains within natural and complex learning environments, such as classrooms, by bringing together recent work in this area.
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