When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams

  • Eric Kuo, Nicole R. Hallinen, Luke D. Conlin
  • International Journal of Science Education, April 2017, Taylor & Francis
  • DOI: 10.1080/09500693.2017.1308037

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http://dx.doi.org/10.1080/09500693.2017.1308037