The foundations and assumptions of technology-enhanced student-centered learning environments MICHAEL J. HANNAFINSUSAN M. LAND OriginalPaper Pages: 167 - 202
Epistemological beliefs of students and teachers about the nature of science: from ‘baconian inductive ascent’ to the ‘irrelevance’ of scientific laws RAFAEL BLANCOMANSOOR NIAZ OriginalPaper Pages: 203 - 231