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The Effect of Three Cognitive Variables on Students’ Understanding of the Particulate Nature of Matter and its Changes of State
16 references·1 citing·41 second hop
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References

  • 1977Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications2,299 cited
  • 1963Psychological Differentiation1,065 cited
  • 1983The British Journal of Educational Psychology1,056 cited
  • 1982Cognitive styles: Essence and origins583 cited
  • 1978The development and validation of a classroom test of formal reasoning576 cited
  • 1983Children's conceptions of the changes of state of water399 cited
  • 1962Creativity and Intelligence374 cited
  • 1993Changing middle school students' conceptions of matter and molecules334 cited
  • 1981Pupils' understanding of the particulate nature of matter: A cross‐age study298 cited
  • 1978Junior high school pupils' understanding of the particulate nature of matter: An interview study244 cited
  • 1988Formal reasoning ability and misconceptions concerning genetics and natural selection241 cited
  • 2010International Journal of Science Education in 2009235 cited
  • 1998What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes?231 cited
  • 1985A review of research on formal reasoning and science teaching218 cited
  • 1998Progression in children's understanding of a ‘basic’ particle theory: a longitudinal study

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211 cited
  • 1991Children's views concerning phase changes206 cited
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    • 2014The effect of the 4MAT learning model on the achievement and motivation of 7th grade students on the subject of particulate nature of matter and an examination of student opinions on the model22 cited