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1. Anderson, R. C., Chinn, C., Chang, J., Waggoner, M., & Yi, H. (1997). On the logical integrity of childrens arugments. Cognition and Instruction, 15 (2), 135-167.
2. Bakhtin, M. M. (1981). The dialogic imagination (C. Emerson & M. Holquist, Trans.). Austin, TX: UniversityofTexasPress.
3. Bakhtin, M. M. (1986). Speech genres and other late essays (V. W. McGee, Trans.). Austin, TX: UniversityofTexasPress.
4. Bateson, G. (1979). Mind and nature: A necessary unity.NewYork: Dutton.
5. Bloom, J. W. (1990). Contexts of meaning: Young childrens understanding of biological phenomena. International Journalof Science Education, 12 (5), 549-561.
6. Bloom, J. W. (1992a). Contexts of meaning and conceptual integration: How children understand and learn. In R. A. Duschl& R. Hamilton (Eds.), Philosophy of science, cognitive science in educational theory and practice (pp. 177-194). Albany, NY: State University of New York Press.
7. Bloom, J. W. (1992b). The development of scientific knowledge in elementary school children: A context of meaning perspective. Science Education, 76 (4), 399-413.
8. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
9. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
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