Investigating students’ conceptual change in learning newton’s laws through a project-based learning design informed by understanding by design
Background: Misconceptions related to force and Newton’s Laws continue to be widely observed in secondary physics classrooms, often emerging from students’ everyday reasoning and instructional approaches that prioritize formula application over conceptual understanding. Aim: This study seeks to ex...
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| Huvudupphov: | , , |
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| Materialtyp: | Artigo |
| Språk: | Inglês |
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CV. FOUNDAE
2025-12-01
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| Serie: | Journal of Advanced Sciences and Mathematics Education |
| Ämnen: | |
| Länkar: | https://journal.foundae.com/index.php/jasme/article/view/801 |
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