1.Probing the Relation between Students’ Integrated Knowledge and Knowledge-in-Use about Energy using Network Analysis

作　　者：Marcus Kubsch ;Jeffrey Nordine ;Knut Neumann 等

出　　处：Eurasia Journal of Mathematics, Science & Technology Education. 2019 ;15(8):1-20.doi:10.29333/ejmste/104404

出版社：Pamukkale Univ Dept Sci Education

文章 ID：243715876

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2.Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

作　　者：Marcus Kubsch ;Israel Touitou ;Jeffrey Nordine 等

出　　处：Education Sciences. 2020 ;10(1):20-35.doi:10.3390/educsci10010020

出版社：MDPI Publishing

文章 ID：257023887

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3.When goals do not concur: conflicting perceptions of school science

作　　者：David Fortus ;Limor Daphna

出　　处：Disciplinary and Interdisciplinary Science Education Research. 2020 ;2(1):1-17.doi:10.1186/s43031-020-00023-6

出版社：Springer

文章 ID：1031568866

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4.Exploring a pathway towards energy conservation through emphasizing the connections between energy, systems, and fields

作　　者：Marcus Kubsch ;Sebastian Opitz ;Jeffrey Nordine 等

出　　处：Disciplinary and Interdisciplinary Science Education Research. 2021 ;3(1):1-18.doi:10.1186/s43031-020-00030-7

出版社：Springer

文章 ID：1031568868

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5.Changes to students' motivation to learn science

作　　者：David Fortus ;Israel Touitou

出　　处：Disciplinary and Interdisciplinary Science Education Research. 2021 ;3(1):1-14.doi:10.1186/s43031-020-00029-0

出版社：Springer

文章 ID：1031568869

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