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

Hast, Michael and Howe, Christine (2010) Explicit versus tacit knowledge in early science education: The case of primary school children’s understanding of object speed and acceleration. In: CamERA 2010, Cambridge, UK. (Unpublished)

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Item Type: Conference or Workshop Item (Paper)
Subjects: 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 08:37
Last Modified: 20 Sep 2012 08:40
URI: http://research.stmarys.ac.uk/id/eprint/209

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