Studies the conceptual changes and factors affecting eighth- grade physical science students (n=180) investigating elementary thermodynamics. Classifies three types of students regarding their learning methods: converging, progressing, and oscillating. Reports that original intuitive conceptions are difficult to change and that students engaged in activities requiring sustained reflection make greater cognitive gains.
Lewis, Eileen. "Conceptual change among middle school students studying elementary thermodynamics." J. Sci. Educ. Tech. 5, no. 1, (1996): 3-31, http://dx.doi.org/10.1007/BF01575468 (accessed 25 July 2014).
%0 Journal Article %A Lewis, Eileen %D 1996 %T Conceptual change among middle school students studying elementary thermodynamics %J J. Sci. Educ. Tech. %V 5 %N 1 %P 3-31 %@ 1059-0145 %M 24458783 %U http://dx.doi.org/10.1007/BF01575468
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