págs. 377-386
A multidimensional framework for interpreting conceptual change events in the classroom
Allan G. Harrison, Grady J. Venville, David F. Treagust, Louise M. Tyson
págs. 387-404
Martin Monk, Jonathan Osborne
págs. 405-424
Consistency of students' explanations about combustion
Justin Dillon, J. Rod Watson, Teresa Prieto
págs. 425-443
José María de Posada Aparicio
págs. 445-467
Integration of academic and occupational curricula in science and technology education
Gary Hepburn, P. James Gaskell
págs. 469-481
The central role of fallacious thinking in science education
Dana L. Zeidler
págs. 483-496