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Präkonzept (German Wikipedia)

Analysis of information sources in references of the Wikipedia article "Präkonzept" in German language version.

refsWebsite
Global rank German rank
10doi.org
2nd place
3rd place
1zdb-katalog.de
123rd place
6th place

doi.org

  • Robin Stark: Conceptual Change: kognitiv oder situiert? In: Zeitschrift für Pädagogische Psychologie. Band 17, Nr. 2, Juni 2003, ISSN 1010-0652, S. 133–144, doi:10.1024//1010-0652.17.2.133.
  • Hartelt, T. & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180. https://doi.org/10.1002/tea.21938
  • Hartelt, T. & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180. https://doi.org/10.1002/tea.21938
  • Hartelt, T., Martens, H., Minkley, N.: Teachers' ability to diagnose and deal with alternative student conceptions of evolution. In: Science Education. 2022, S. 1–33, doi:10.1002/sce.21705.
  • Hartelt, T. & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180. https://doi.org/10.1002/tea.21938
  • Shtulman, A. (2006). Qualitative differences between naïve and scientific theories of evolution. Cognitive Psychology, 52(2), 170–194. https://doi.org/10.1016/j.cogpsych.2005.10.001
  • Hartelt, T. & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180. https://doi.org/10.1002/tea.21938
  • Bishop, B. A., & Anderson, C. W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27(5), 415–427. https://doi.org/10.1002/tea.3660270503
  • Hartelt, T. & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180. https://doi.org/10.1002/tea.21938
  • Kampourakis, K., & Zogza, V. (2008). Students' intuitive explanations of the causes of homologies and adaptations. Science & Education, 17, 27–47. https://doi.org/10.1007/s11191-007-9075-9

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