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The construction of causal schemes: A cognitive analysis with a dialectical point

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https://doi.org/10.1063/1.3266692Creative Commons 'BY-NC-ND' version 4.0 license
Abstract

This paper sketches a careful analysis of an exceptional classroom event where students develop, without explicit instruction, a model equivalent to Newton's thermal law as a composition of intuitive knowledge elements. Lessons about how social (cultural, discursive, situated, etc.) and cognitive perspectives may interact are put forward. © American Institute of Physics.

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