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The notion of students’ conceptual coherence is introduced in this thesis to clarify what is meant by conceptual understanding. Students’ conceptual coherence is divided into three aspects: contextual, representational, and conceptual framework coherence. The abilities required by the conceptual coherence are discussed as well as ways of evaluating it in the case of the force concept. A new research-based instructional approach to foster students’ conceptual coherence of the force concept and related kinematics is introduced and validated: it brings together interactive-engagement teaching methods and the research on students' difficulties with the target domain.
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