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Hubber, Peter; Tytler, Russell; Haslam, Filocha – Research in Science Education, 2010
A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning,…
Descriptors: Language Role, Cognitive Psychology, Science Instruction, Scientific Concepts