10 found
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  1.  25
    Teaching the Conceptual Revolutions in Geometry.Robert N. Carson & Stuart Rowlands - 2007 - Science & Education 16 (9-10):921-954.
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  2.  16
    Conceptual Change Through the Lens of Newtonian Mechanics.Stuart Rowlands, Ted Graham, John Berry & Peter Mcwilliam - 2007 - Science & Education 16 (1):21-42.
  3.  6
    Can We Speak of Alternative Frameworks and Conceptual Change in Mechanics?Stuart Rowlands, Ted Graham & John Berry - 1999 - Science & Education 8 (3):241-271.
  4.  11
    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.
  5. 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.
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  6.  32
    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.
  7.  9
    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.
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  8.  9
    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.
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    The Latest Research on Conceptual Change From Developmental Psychology.Stuart Rowlands - 2019 - Science & Education 28 (9-10):1253-1262.
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  10.  7
    An Objectivist Critique of Relativism in Mathematics Education.Stuart Rowlands, Ted Graham & John Berry - 2001 - Science & Education 10 (3):215-241.