Explicit versus tacit knowledge in early science education: The case of primary school children’s understanding of object speed and acceleration

Hast, Michael (2011) Explicit versus tacit knowledge in early science education: The case of primary school children’s understanding of object speed and acceleration. PhD thesis, University of Cambridge.

[img]
Preview
Text
Thesis.pdf

Download (2MB) | Preview
Item Type: Thesis (PhD)
Subjects: 100 Philosophy & psychology > 150 Psychology
100 Philosophy & psychology > 155 Differential & developmental psychology
300 Social sciences > 372 Primary education
School/Department: School of Management and Social Sciences
Depositing User: Michael Hast
Date Deposited: 20 Sep 2012 08:12
Last Modified: 20 Sep 2012 08:17
URI: http://research.stmarys.ac.uk/id/eprint/205

Altmetrics

If Altmetric statistics are available for this item, they will be visible below.

Actions (login required)

Edit Item Edit Item
Downloads per month over past year