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| Stavy, Ruth | 2 |
| Tirosh, Dina | 2 |
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| McRobbie, Campbell | 1 |
| Tsamir, Pessia | 1 |
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Download full textStavy, Ruth; Tsamir, Pessia; Tirosh, Dina; Lin, Fou lai; McRobbie, Campbell – 2002
In their work in science and mathematics education, the authors have observed that students intuitively react in similar ways to a wide variety of scientific tasks. These tasks differ with regard to their content area and/or to the reasoning required for their solution, but share some common, external features. We have identified three types of…
Descriptors: Critical Thinking, Foreign Countries, High Schools, Indigenous Populations
Peer reviewedStavy, Ruth; Tirosh, Dina – European Journal of Teacher Education, 1996
Describes two intuitive rules underlying students' conceptions in mathematics and science that are not always compatible with usually accepted scientific ideas. The intuitive rules are: "More of A, more of B" and "Subdivision processes can always be repeated." In teacher education, it is important to raise instructors'…
Descriptors: Cognitive Style, College Students, Elementary School Students, Elementary Secondary Education
