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Conceptual Change Using Multiple Interpretive Perspectives: Two Case Studies in Secondary School Chemistry
ARTICLE

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ISAIJLS Volume 29, Number 1, ISSN 0020-4277

Abstract

Argues that conceptual change is best understood when multiple perspectives are used to interpret chemistry learning. Case studies of two secondary school students show that personal factors and differing interests and purposes for studying science can influence learning outcomes, and that high scores on achievement tests are unreliable indicators of conceptual learning. (Contains 74 references.) (Author/LRW)

Citation

Harrison, A.G. & Treagust, D.F. (2001). Conceptual Change Using Multiple Interpretive Perspectives: Two Case Studies in Secondary School Chemistry. Instructional Science: An International Journal of the Learning Sciences, 29(1), 45-85. Retrieved August 19, 2019 from .

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