págs. 3-28
págs. 15-20
págs. 29-60
págs. 61-76
Map reading versus mind reading: revisiting children´s understanding of the shape of the earth
págs. 77-100
Understanding conceptual change: a commentary
págs. 101-114
págs. 115-136
págs. 137-148
págs. 149-164
Cognitive variability in the development of the concept of family: a contextualist or a gradualist view?
María José Rodrigo López, Beatriz Triana Pérez, María Isabel Simón
págs. 165-186
págs. 187-200
págs. 201-216
Intuitive rules: the case of "more A-more B"
págs. 217-232
Conceptual change in mathematics: understanding the real numbers
págs. 233-258
págs. 259-290
Content and conceptual change: a commentary
págs. 291-300
págs. 301-336
Science learning through text: the effect of text design and text comprehension skills on conceptual change
págs. 337-356
págs. 357-388
págs. 389-414
Change as a process and a disposition: a commentary
págs. 415-419
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