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Refik Dilber Ibrahim Karaman Bahattin Duzgun 《Educational Research and Evaluation》2013,19(3):203-222
The aim of this study was to investigate the effectiveness of conceptual change-based instruction and traditionally designed physics instruction on students' understanding of projectile motion concepts. Misconceptions related to projectile motion concepts were determined by related literature on this subject. Accordingly, the Projectile Motion Concepts Test was developed. The data were obtained through 43 students in an experimental group taught with learning activities based on conceptual change instruction and 39 students in a control group who followed traditional classroom instruction. The results showed that conceptual change-based instruction caused significantly better acquisition of conceptual change of projectile motion concepts than the traditional instruction. 相似文献
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We obtain extremal binary self-dual codes of parameters [64,32,12] as binary images of self-dual codes over R1, R2 and R3 by employing different methods. We then apply the extension theorem to these codes to obtain a number of extremal binary self-dual codes of length 66 with trivial automorphism groups. Fifteen of the codes we obtain have new β values in W66,3, of which only three were known to exist before. We also find nine codes with new β values in W66,1, thus updating the list of such known codes. 相似文献
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