Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry von Harrison, Allan G, Treagust, David F

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A typology of school science models von Harrison, Allan G, Treagust, David F

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Exploring the use of multiple analogical models when teaching and learning chemical equilibrium von Harrison, Allan G., De Jong, Onno

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Factors that prevent learning in electrochemistry von Schmidt, Hans-Jürgen, Marohn, Annette, Harrison, Allan G.

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Secondary Students' Mental Models of Atoms and Molecules: Implications for Teaching Chemistry von Harrison, Allan G, Treagust, David F

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Using an analogical teaching approach to engender conceptual change von Treagust, David F, Harrison, Allan G, Venville, Grady J

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How do teachers and textbook writers model scientific ideas for students? von Harrison, Allan G

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Investigating a grade 11 student's evolving conceptions of heat and temperature von Harrison, Allan G., Grayson, Diane J., Treagust, David F.

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A Multidimensional Framework for Interpreting Conceptual Change Events in the Classroom von Tyson, Louise M, Venville, Grady J, Harrison, Allan G, Treagust, David F

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In search of explanatory frameworks: an analysis of Richard Feynman's lecture 'Atoms in motion' von Treagust, David F, Harrison, Allan G

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Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry von HARRISON, ALLAN G., TREAGUST, DAVID F.

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Teaching Science Effectively With Analogies: An Approach for Preservice and Inservice Teacher Education von Treagust, David F., Harrison, Allan G., Venville, Grady J.

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Modelling in Science Lessons: Are There Better Ways to Learn With Models? von Harrison, Allan G., Treagust, David F.

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Conceptual change in secondary chemistry : the role of multiple analogical models of atoms and molecules von Harrison, Allan G

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Science Analogies von Harrison, Allan G, Treagust, David F

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SCIENCE ANALOGIES: Avoid misconceptions with this systematic approach von Harrison, Allan G., Treagust, David F.

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Evaluation of a model for teaching analogies in secondary science von Harrison, Allan G

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Multi-level remodelling of chromatin underlying activation of human T cells von Bediaga, Naiara G., Coughlan, Hannah D., Johanson, Timothy M., Garnham, Alexandra L., Naselli, Gaetano, Schröder, Jan, Fearnley, Liam G., Bandala-Sanchez, Esther, Allan, Rhys S., Smyth, Gordon K., Harrison, Leonard C.

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Novel insights on new particle formation derived from a pan-european observing system von Dall’Osto, M., Beddows, D. C. S., Asmi, A., Poulain, L., Hao, L., Freney, E., Allan, J. D., Canagaratna, M., Crippa, M., Bianchi, F., de Leeuw, G., Eriksson, A., Swietlicki, E., Hansson, H. C., Henzing, J. S., Granier, C., Zemankova, K., Laj, P., Onasch, T., Prevot, A., Putaud, J. P., Sellegri, K., Vidal, M., Virtanen, A., Simo, R., Worsnop, D., O’Dowd, C., Kulmala, M., Harrison, Roy M.

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Genome-wide analysis reveals no evidence of trans chromosomal regulation of mammalian immune development von Johanson, Timothy M, Coughlan, Hannah D, Lun, Aaron T L, Bediaga, Naiara G, Naselli, Gaetano, Garnham, Alexandra L, Harrison, Leonard C, Smyth, Gordon K, Allan, Rhys S

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