Contexts of meaning and conceptual integration: How children understand and learn.

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationPhilosophy of science, cognitive science in educational theory and practice
EditorsRichard A Duschl, Richard Hamilton
Place of PublicationAlbany, NY
PublisherState University of New York Press
Pages177-194
StatePublished - 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 proceedingChapter

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
Bloom, Jeffrey W. / Contexts of meaning and conceptual integration: How children understand and learn. Philosophy of science, cognitive science in educational theory and practice. editor / Richard A Duschl ; Richard Hamilton. Albany, NY : State University of New York Press, 1992. pp. 177-194
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