1.Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention

作　　者：Mila Kryjevskaia ;MacKenzie R. Stetzer ;Beth A. Lindsey 等

出　　处：Physical Review Physics Education Research. 2020 ;16(2):1-21.doi:10.1103/PhysRevPhysEducRes.16.020140

出版社：American Physical Society

文章 ID：256847021

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2.Probing student reasoning approaches through the lens of dual-process theories: A case study in buoyancy

作　　者：Cody R. Gette ;Mila Kryjevskaia ;MacKenzie R. Stetzer 等

出　　处：Physical Review ST Physics Education Research. 2018 ;14(1):1-16.doi:10.1103/PhysRevPhysEducRes.14.010113

出版社：American Physical Society

文章 ID：220022706

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3.Answer first: Applying the heuristic-analytic theory of reasoning to examine student intuitive thinking in the context of physics

作　　者：Mila Kryjevskaia

出　　处：Physical Review ST Physics Education Research. 2014 ;10(2):1-12.doi:10.1103/PhysRevSTPER.10.020109

出版社：American Physical Society

文章 ID：186882710

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4.Student difficulties measuring distances in terms of wavelength: Lack of basic skills or failure to transfer?

作　　者：Mila Kryjevskaia

出　　处：Physical Review ST Physics Education Research. 2013 ;9(1):1-13.doi:10.1103/PhysRevSTPER.9.010106

出版社：American Physical Society

文章 ID：186883092

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	Mila Kryjevskaia	4篇
	MacKenzie R. Stetzer	2篇
	Alistair McInerny	1篇
	Andrew Boudreaux	1篇
	Beth A. Lindsey	1篇

	Cody R. Gette	1篇
	Paula R. L. Heron	1篇
	Paula R. L. Heron	1篇

	物理学	3篇
	教育学	1篇

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	Physical Review ST Physics Education Research	3篇
	Physical Review Physics Education Research	1篇

	2020	1篇
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	2014	1篇
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