CUED Publications database

Explicit versus tacit knowledge in early science: Young children's understanding of object speed and acceleration

Hast, M and Howe, C (2010) Explicit versus tacit knowledge in early science: Young children's understanding of object speed and acceleration. In: UNSPECIFIED p. 3831..

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Item Type: Conference or Workshop Item (UNSPECIFIED)
Uncontrolled Keywords: Science education cognitive development explicit knowledge tacit knowledge
Subjects: UNSPECIFIED
Divisions: UNSPECIFIED
Depositing User: Cron Job
Date Deposited: 17 Jul 2017 20:10
Last Modified: 18 Feb 2021 16:49
DOI: 10.1016/j.sbspro.2010.03.598