Exploring the role of disciplinary knowledge in students’ covariational reasoning during graphical interpretation
Abstract Background This study investigates undergraduate STEM students’ interpretation of quantities and quantitative relationships on graphical representations in biology (population growth) and chemistry (titration) contexts. Interviews (n = 15) were conducted to explore the interplay between stu...
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| Hauptverfasser: | , , , , |
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| Format: | Artigo |
| Sprache: | Inglês |
| Veröffentlicht: |
SpringerOpen
2024-07-01
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| Schriftenreihe: | International Journal of STEM Education |
| Online-Zugang: | https://doi.org/10.1186/s40594-024-00492-5 |
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