Portrait des différences entre les genres dans le contexte de l'apprentissage de l'électricité en fonction de la certitude exprimée lors de la production de réponses
Bibliographic Data
| ID | 15401533 |
|---|---|
| Authors | Patrice Potvin (0000-0002-1623-2362, Université du Québec à Montréal, corresponding author), Martin Riopel (0000-0003-0187-6218, Université du Québec à Montréal), Patrick Charland (0000-0001-5893-7443, Université du Québec à Montréal), Julien Mercier (0000-0001-7503-0632, Université du Québec à Montréal) |
| Year | 2011 |
| Volume | 11 |
| Issue | 4 |
| Pages | 328-347 |
| Publication date | 2011-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1080/14926156.2011.624672 |
| OpenAlex | W2035713758 |
| Language | FR |
| Citations received | 1 |
| References cited | 35 |
Certainty · Epistemology · Feeling · Humanities · Educational Strategies and Epistemologies · Environmental Education and Sustainability · Philosophy · Psychology · Science Education and Pedagogy · Social Psychology
How do we know that we know? The accessibility model of the feeling of knowing.
Accommodation of a scientific conception
Conceptual change
Women's ways of knowing
The Cambridge Handbook of the Learning Sciences
The Unconscious Feeling of Knowing
University Students' Interpretation of Media Reports of Science and its Relationship to Background Knowledge, Interest, and Reading Difficulty
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
Gender, Mathematics, and Science
On the cognitive conflict as an instructional strategy for conceptual change
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 2015 - 2015 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |