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Reading about energy: The effects of text structure in science learning and conceptual change

16 references·16 citing·37 second hopsampled

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References

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1996

When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.

504 cited

1994Realism, Deweyan Pragmatism, and Educational Research363 cited

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2015Eye-movement modeling of integrative reading of an illustrated text: Effects on processing and learning127 cited
2006Discourse Comprehension119 cited
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2008A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches107 cited
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2011The Power of Comparison in Learning and Instruction: Learning Outcomes Supported by Different Types of Comparisons101 cited
2020Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics97 cited
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