Type:

Other

Description:

Addresses the interface between two scientific disciplines, chemistry and physics, and suggests that learners do not readily integrate their knowledge across such domains. Recommends further research on how demarcations encourage learners. Contains 46 references.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Education Foundations,High Schools,Great Britain,Foreign Countries,Misconceptions,Social Sciences,Graduate/Professional,Learning Theories,Ability,Student Characteristics,Learning Strategies,Prior Learning,Concept Formation,Higher Education,oai:nsdl.org:2200/20061213013904027T,Learning Theory,History/Policy/Law,Chemistry,Physics,Domain Knowledge,High School,NSDL_SetSpec_439869,Intellectual Disciplines,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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