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 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 (Unpublished)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)
Date Deposited: 20 Sep 2012 08:37
URI: https://research.stmarys.ac.uk/id/eprint/209
Research area: 155 Differential & developmental psychology
School/Department: School of Management and Social Sciences
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