Knowledge Acquisition as Conceptual Change: The Case of a Theory of Biology

Grady Venville

Knowledge Acquisition as Conceptual Change: The Case of a Theory of Biology

Grady Venville

Research output: Chapter in Book/Conference paper › Chapter › peer-review

Original language	English
Title of host publication	Contemporary Perspectives on Science and Technology in Early Childhood Education
Editors	Olivia N. Saracho, Bernard Spodek
Place of Publication	Charlotte, North Carolina, United States of America
Publisher	Information Age Publishing Inc.
Pages	41-63
ISBN (Print)	9781593116354
Publication status	Published - 2008

Cite this

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title = "Knowledge Acquisition as Conceptual Change: The Case of a Theory of Biology",

author = "Grady Venville",

year = "2008",

language = "English",

isbn = "9781593116354",

pages = "41--63",

editor = "Saracho, {Olivia N.} and Bernard Spodek",

booktitle = "Contemporary Perspectives on Science and Technology in Early Childhood Education",

publisher = "Information Age Publishing Inc.",

address = "United States",

}

Knowledge Acquisition as Conceptual Change: The Case of a Theory of Biology. / Venville, Grady.
Contemporary Perspectives on Science and Technology in Early Childhood Education. ed. / Olivia N. Saracho; Bernard Spodek. Charlotte, North Carolina, United States of America: Information Age Publishing Inc., 2008. p. 41-63.

Research output: Chapter in Book/Conference paper › Chapter › peer-review

TY - CHAP

T1 - Knowledge Acquisition as Conceptual Change: The Case of a Theory of Biology

AU - Venville, Grady

PY - 2008

Y1 - 2008

M3 - Chapter

SN - 9781593116354

SP - 41

EP - 63

BT - Contemporary Perspectives on Science and Technology in Early Childhood Education

A2 - Saracho, Olivia N.

A2 - Spodek, Bernard

PB - Information Age Publishing Inc.

CY - Charlotte, North Carolina, United States of America

ER -