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Knowledge Integration and Displaced Volume
ARTICLE

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Journal of Science Education and Technology Volume 9, Number 4, ISSN 1059-0145

Abstract

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)

Citation

Linn, M.C. & Eylon, B.S. (2000). Knowledge Integration and Displaced Volume. Journal of Science Education and Technology, 9(4), 287-310. Retrieved August 24, 2019 from .

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