| Original language | English |
|---|---|
| Title of host publication | Philosophy of science, cognitive science in educational theory and practice |
| Editors | Richard A Duschl, Richard Hamilton |
| Place of Publication | Albany, NY |
| Publisher | State University of New York Press |
| Pages | 177-194 |
| State | Published - 1992 |
Cite this
Bloom, J. W. (1992). Contexts of meaning and conceptual integration: How children understand and learn. In R. A. Duschl, & R. Hamilton (Eds.), Philosophy of science, cognitive science in educational theory and practice (pp. 177-194). Albany, NY: State University of New York Press.
Contexts of meaning and conceptual integration: How children understand and learn. / Bloom, Jeffrey W.
Philosophy of science, cognitive science in educational theory and practice. ed. / Richard A Duschl; Richard Hamilton. Albany, NY : State University of New York Press, 1992. p. 177-194.Research output: Chapter in Book/Report/Conference proceeding › Chapter
Bloom, JW 1992, Contexts of meaning and conceptual integration: How children understand and learn. in RA Duschl & R Hamilton (eds), Philosophy of science, cognitive science in educational theory and practice. State University of New York Press, Albany, NY, pp. 177-194.
Bloom JW. Contexts of meaning and conceptual integration: How children understand and learn. In Duschl RA, Hamilton R, editors, Philosophy of science, cognitive science in educational theory and practice. Albany, NY: State University of New York Press. 1992. p. 177-194
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