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Diagnostic Teaching in the Classroom: Teaching/Learning Strategies to Promote Development in Understanding about Conservation of Mass on Dissolving
ARTICLE

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Research in Science & Technological Education Volume 9, Number 2, ISSN 0263-5143

Abstract

An intervention study with 12- to 13-year-old students which attempts to move students' thinking about matter and the dissolving process toward the school science view by use of activities and group discussion tasks which directly address some of the thinking underlying students' prior ideas is described. Students responses to the strategies employed are discussed. (KR)

Citation

Johnston, K. & Scott, P. (1991). Diagnostic Teaching in the Classroom: Teaching/Learning Strategies to Promote Development in Understanding about Conservation of Mass on Dissolving. Research in Science & Technological Education, 9(2), 193-212. Retrieved January 22, 2019 from .

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