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| McRobbie, Campbell J. | 2 |
| Thomas, Gregory P. | 2 |
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Peer reviewedThomas, Gregory P.; McRobbie, Campbell J. – Journal of Research in Science Teaching, 2001
Uses a constructivist framework in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor "learning is constructing" on students' metacognition and learning process. Believes that contextual factors are key determinants of students' propensity towards enhancing their metacognition and…
Descriptors: Chemistry, Constructivism (Learning), Epistemology, Learning Processes
Peer reviewedThomas, Gregory P.; McRobbie, Campbell J. – International Journal of Science Education, 1999
Investigated students' metaphors for themselves as learners in an 11th-grade chemistry classroom. Discovered that students' metaphors were congruent with their views of learning and learning processes as evidenced by multiple data sources. Argues that students' metaphors can provide valuable information for practicing teachers and researchers who…
Descriptors: Chemistry, Foreign Countries, Grade 11, High Schools
