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

ORCID: https://orcid.org/0000-0002-0175-0861 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.

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Item Type: Thesis (PhD)
Date Deposited: 20 Sep 2012 08:12
URI: https://research.stmarys.ac.uk/id/eprint/205
Research area: 150 Psychology
School/Department: School of Management and Social Sciences
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