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Direct linkLin Li; George Zhou – Science & Education, 2025
Over four decades of conceptual change studies in education have been based on the assumption that learners come to science classrooms with functionally fixated intuitive ideas. However, it is largely ignored that such pre-instructional conceptions are probabilistic, reflecting some aspects of an idiosyncratic sampling of their experiences and…
Descriptors: Scientific Concepts, Taxonomy, Motion, Foreign Students
