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From the known to the unknown: The role of spontaneous and self-generated analogies in students’ predictions about novel situations
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Prediction-making in novel situations and the role of self-generated analogies
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Students’ ideas in novel situations: misconceptions or fragmented pieces of knowledge?
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Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims?
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Students' reasoning in making predictions about novel situations: the role of self-generated analogies
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Doing with ideas: the role of talk in effective practical work in science
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Preliminary findings regarding students’ predictions in novel situations: the role of self-generated analogies in non-scientific reasoning
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