Order:
Order
- Teaching the Conceptual Revolutions in Geometry.Robert N. Carson & Stuart Rowlands - 2007 - Science & Education 16 (9-10):921-954.details
- Conceptual Change Through the Lens of Newtonian Mechanics.Stuart Rowlands, Ted Graham, John Berry & Peter Mcwilliam - 2007 - Science & Education 16 (1):21-42.details
- Can We Speak of Alternative Frameworks and Conceptual Change in Mechanics?Stuart Rowlands, Ted Graham & John Berry - 1999 - Science & Education 8 (3):241-271.details
- Mechanics as the Logical Point of Entry for the Enculturation Into Scientific Thinking.Robert Carson & Stuart Rowlands - 2005 - Science & Education 14 (3-5):473-492.details
- The Latest Research on Conceptual Change From Developmental Psychology: David Barner and Andrew Scott Baron Core Knowledge and Conceptual Change. Oxford University Press; New York. ISBN: 9780190467630, 395 Pages, Hardcover, £61.00. [REVIEW]Stuart Rowlands - 2019 - Science & Education 28 (9-10):1253-1262.details
- Roberto de Andrade Martins is a Professor at the Physics Institute 'Gleb Wataghin', State University of Campinas (UNICAMP), Brazil. He Received a First Degree in Physics at Sao Paulo University, and PhD in Logic and Philosophy of Science at UNICAMP. His Main Research Interests and the History and Philosophy of Physics. [REVIEW]Mansoor Niaz & Stuart Rowlands - 2001 - Science & Education 10:321-322.details
- Special Issue on History and Philosophy of Mathematics in Mathematics Education.Victor J. Katz, Uffe Thomas Jankvist, Michael N. Fried & Stuart Rowlands - 2014 - Science & Education 23 (1):1-6.details
- Gloria Ann Stillman, Gabriele Kaiser, Werner Blum, Jill P. Brown : Teaching Mathematical Modelling: Connecting to Research and Practice.Stuart Rowlands - 2015 - Science & Education 24 (4):469-476.details
- The Latest Research on Conceptual Change From Developmental Psychology.Stuart Rowlands - 2019 - Science & Education 28 (9-10):1253-1262.details
- An Objectivist Critique of Relativism in Mathematics Education.Stuart Rowlands, Ted Graham & John Berry - 2001 - Science & Education 10 (3):215-241.details
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