Knowledge Integration and Displaced Volume
Journal of Science Education and Technology Volume 9, Number 4, ISSN 1059-0145
Contrasts spontaneous and reflective knowledge integration instruction delivered using a computer learning environment to enhance understanding of displaced volume. Distinguishes the impact of instruction on students who believed scientific phenomena are governed by principles (cohesive beliefs) versus students who believed that science is a collection of unrelated facts (dissociated beliefs). (Contains 498 references.) (Author/YDS)
Linn, M.C. & Eylon, B.S. (2000). Knowledge Integration and Displaced Volume. Journal of Science Education and Technology, 9(4), 287-310.
Cited ByView References & Citations Map
Yu-Fen Lee, Department of Learning and Instruction, State University of New York at Buffalo, United States; Yuying Guo, Department of Physics, Beijing Normal University, China; Hsiang-ju Ho, Teachers College, National Chiayi University, Taiwan
Journal of Computers in Mathematics and Science Teaching Vol. 27, No. 4 (October 2008) pp. 443–466
Dale S. Niederhauser & Denise L. Lindstrom, Iowa State University, United States; Johannes Strobel, Concordia, Canada
Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 483–512
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