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Publikováno v:
Education Sciences, Vol 13, Iss 5, p 444 (2023)
Research has demonstrated that when learning mechanics, students’ conceptions (SCs) improve gradually (1) and are often activated depending on problem features (2). The aim of this study is to combine these two research lines to investigate how dif
Externí odkaz:
https://doaj.org/article/db4f5283c1f14890aef852badc46916b
