A preliminary study on the effectiveness of inquiry-based activities for addressing misconceptions of undergraduate engineering students

This publication has 21 references indexed in Scilit:

• The Durability of Conceptual Change in Learning the Concept of Weight in the Case of a Pulley in Balance
  International Journal of Science and Mathematics Education, 2006
• Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust
  Journal of the Learning Sciences, 2005
• Coherence versus fragmentation in the development of the concept of force
  Cognitive Science, 2004
• Understanding of Elementary Concepts in Heat and Temperature among College Students and K-12 Teachers
  Journal of Chemical Education, 2002
• When and where do we apply what we learn?: A taxonomy for far transfer.
  Psychological Bulletin, 2002
• Teaching about heat and temperature
  Physics Education, 2000
• Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition
  Educational Research, 2000
• Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
  American Journal of Physics, 1998
• Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education
  Reading Research Quarterly, 1993
• A study of consistency in the use of students' conceptual frameworks across different task contexts
  Science Education, 1986