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Peer reviewedTrumper, Ricardo – International Journal of Science Education, 1991
Experiences with an instructional strategy which enabled students to build for themselves the appropriate scientific concept for energy are described. This was done by pupil/teacher dialogue in small groups, in which students were expected to create for themselves a "generalization mechanism" based on their own frameworks. (KR)
Descriptors: Cognitive Development, Concept Formation, Energy, Foreign Countries
