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Materials Similar to Development of Explanation: Incremental and Fundamental Change in Children's Physics Knowledge

• 45%: Children's Conception of Changes in the State of Matter: From Liquid (or Solid) to Gas
• 42%: What changes in conceptual change?
• 41%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
• 33%: Children's observations, ideas, and the development of classroom theories about light
• 33%: Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current
• 33%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
• 32%: Development of the Concepts of Heat and Temperature in 10-13 Year-Olds
• 30%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
• 30%: Reasoning Modes, Knowledge Elements and Their Interplay in Optics Problem-Solving
• 30%: Cognitive Development at the Middle-Division Level
• 28%: A case study of conceptual change in special relativity: the influence of prior knowledge in learning
• 28%: Investigating the development of problem solving skills during a freshman physics sequence
• 28%: Introductory physics laboratory practical exam development: Investigation design, explanation, and argument
• 28%: Practicing physicists’ knowledge about disability: Development of the Disability and Physics Careers Survey (DPCS)
• 28%: Students' Cognitive Conflict and Conceptual Change in a Physics by Inquiry Class
• 27%: Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers
• 26%: Examining the development of knowledge for teaching a novel introductory physics curriculum
• 26%: Conceptual development about motion and force in elementary and middle school students
• 24%: An Examination of Children's Scientific Argumentation