This paper describes a perspective on the development of integrated scientific knowledge featuring “action knowledge,” “intuitive conceptions,” and “scientific ideas” and reports on three experimental investigations of student understanding in thermodynamics that support the perspective.
CITATION STYLE
Linn, M. C., Songer, N. B., Lewis, E. L., & Stern, J. (1993). Using Technology to Teach Thermodynamics: Achieving Integrated Understanding. In Advanced Educational Technologies for Mathematics and Science (pp. 5–60). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-02938-1_1
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