Collaborating with the ‘more capable’ self: Achieving conceptual change in early science education through underlying knowledge structures

ORCID: https://orcid.org/0000-0002-0175-0861 Hast, Michael (2014) Collaborating with the ‘more capable’ self: Achieving conceptual change in early science education through underlying knowledge structures. ReflectEd, St Mary’s Journal of Education, 3. pp. 18-25. ISSN 2046-6978

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Item Type: Journal Article
Date Deposited: 15 May 2015 12:51
URI: https://research.stmarys.ac.uk/id/eprint/862
Uncontrolled Keywords: Early science education; object motion; conceptual change; underlying knowledge; self-collaboration
Research area: 372 Primary education
School/Department: School of Management and Social Sciences
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