|
||||||||||||||||
|
||||||||||||||||
The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Smith, C.L., Solomon, G.E.A., and Carey, S. (2005). Never getting to zero: Elementary school students’ understanding of the infinite divisibility of number and matter. Cognitive Psychology, 51(2), 101-140. Smith, C., Wiser, M., Anderson, C.A., and Krajick, J. (2006). Implications of research on children’s learning for standards and assessment: A proposed learning progression for matter and atomic molecular theory. Measurement: Interdisciplinary Research and Perspectives, 4. Smith, C., Wiser, M., Anderson, C.A., Krajick, J., and Coppola, B. (2004). Implications of research on children’s learning for assessment: Matter and atomic molecular theory. Commissioned paper for the National Research Council Committee on Test Design for K-12 Science Achievement Workshop, May 6-7, Washington, DC. Available: http://www7.nationalacademies.org/bota/Big%20Idea%20Team_%20AMT.pdf [accessed November 2006]. Snir, J., Smith, C.L., and Raz, G. (2003). Linking phenomena with competing underlying models: A software tool for introducing students to the particulate model of matter. Science Education, 87, 794-830. Stavy, E. (1991). Children’s ideas about matter. School Science and Curriculum, 91, 240-244. Valverde, G.A., and Schmidt, W.H. (1997). Refocusing U.S. math and science education. Issues in Science and Technology, 14(2), 60-66. Wilkening, F., and Huber, S. (2002). Children’s intuitive physics. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 349-370). Malden, MA: Blackwell. Yair, Y., and Yair, Y. (2004). Everything comes to an end: An intuitive rule in physics and mathematics. Science Education, 88(4), 594-609.
|
|
|||||||||||||||
