Work

Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change

Year: 2018

Type: dissertation

Source: University of Minnesota Digital Conservancy (University of Minnesota)

Author: Jeremy Yi-Ming Wang

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

OpenAlex ID: W2884416502

Cites: 162

Cited by:

Related to: 10