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Integrating physical science and the graphic arts with scientifically accurate comic strips: rationale, description and implementation
5 references·2 citing·31 second hop
Integrating physical science and the graphic arts with scientifically accurate comic strips: rationale, description and implementation (2003)Integrating physical science and the grap…Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics (1993)Using bridging analogies and …Studying conceptual change in learning physics (1992)Studying conceptual change in…Students’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…The Comic Book--A Forgotten Medium in the Classroom. (1979)The Comic Book--A Forgotten M…The American Heritage Dictionary of the English Language (1970)The American Heritage Diction…Communicating science through the Comics & Science Workshops: the Sarabandes research project (2018)Communicating science through…Teaching physical geography at university with cartoons and comic strips: Motivation, construction and usage (2014)Teaching physical geography a…Comic Books: Conduits to Culture. (1973)Pupils' Use of Time While Reading Comics and Books (1978)Multimedia application with animated cartoons for teaching science in elementary education (2009)Creating Comic Books in Nigeria (2015)“It’s Our Job as People to Make Others Feel Valued”: Children Imagining More Caring and Just Worlds through Superhero Stories (2022)The associative basis of the creative process. (1962)Problem‐Finding and the Inventiveness of Solutions (1975)Teaching with Comics: A Course for Fourth-Year Medical Students (2013)Examining the physical and human dichotomy in geography: existing divisions and possible mergers in pedagogic outlooks (2017)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions. (1964)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Teaching for Conceptual Change (1998)The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics (2003)Modeling Theory in Science Education (2006)Models and Analogies in Science (1965)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Disciplinary authority and accountability in scientific practice and learning (2008)Scientific knowledge suppresses but does not supplant earlier intuitions (2012)Synthesis of discipline-based education research in physics (2014)Understanding Comics: The Invisible Art (1998)Science comics as tools for science education and communication: a brief, exploratory study (2009)Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1 (2011)Developing Student Creativity Through the Exploration and Design of Science Comics (2022)Street art as a vehicle for environmental science communication (2023)Perceived organizational support. (1986)Validation of the five-factor model of personality across instruments and observers. (1987)Political conservatism as motivated social cognition. (2003)The initial knowledge state of college physics students (1985)Toward an epistemology of physics (1993)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)
this work references cited by second hop

References

  • 1970The American Heritage Dictionary of the English Language2,466 cited
  • 1982Students’ preconceptions in introductory mechanics1,230 cited
  • 1993Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics568 cited
  • 1992Studying conceptual change in learning physics258 cited
  • 1979The Comic Book--A Forgotten Medium in the Classroom.27 cited

Cited by

  • 2018Communicating science through the Comics & Science Workshops: the Sarabandes research project18 cited
  • 2014Teaching physical geography at university with cartoons and comic strips: Motivation, construction and usage10 cited

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