Learner, text, and context factors on conceptual change in biology
This thesis investigated how instructional environments might be optimally designed for all students to restructure prior knowledge and learn counter-intuitive science concepts, referred to as conceptual change. Three independent variables were examined in relation to real-time cognitive processes a...
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| Language: | en |
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McGill University
2012
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| Online Access: | http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106564 |