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Bat‐Sheva Eylon Ruth Ben‐Zvi Judith Silberstein 《International Journal of Science Education》2013,35(2):187-196
Pupils’ conceptual difficulties in scientific problem‐solving are examined on the basis of their performance on complex tasks and on the simple tasks of which the complex tasks are composed. A theoretical analysis reveals that identical errors on a complex task are not necessarily due to the same errors on the associated component tasks. This is illustrated by reference to actual research findings. The educational implications of this finding are discussed. 相似文献