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Publications Found: 4237 · Show All Abstracts

Added more than 50 years and 9 months ago
Berkovich-Ohana A., Dor-Ziderman Y., Trautwein F-M., Schweitzer Y., Nave O., Fulder S. & Ataria Y. (2020) The hitchhiker’s guide to neurophenomenology: the case of studying self boundaries with meditators. Frontiers in Psychology 11: 1680. Fulltext at https://cepa.info/6666
Zuriff G. (1998) Against metaphysical social constructionism in psychology. Behavior and Philosophy 26(1/2): 5–28. Fulltext at https://cepa.info/6667
Gelman R. (1994) Constructivism and supporting environments. In: Tirosh D. (ed.) Implicit and explicit knowledge: An educational approach. Ablex, Norwood NJ: 55–82. Fulltext at https://cepa.info/6670
Smith J., Disessa A. & Roschelle J. (1994) Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences 3(2): 115–163. Fulltext at https://cepa.info/6671
Baggs E. & Chemero A. (2018) Radical embodiment in two directions. Synthese online first. Fulltext at https://cepa.info/6675
Adams F. & Aizawa K. (2001) The bounds of cognition. Philosophical Psychology 14(1): 43–64. Fulltext at https://cepa.info/6680
Fischer H. E. & Aufschnaiter S. (1993) Development of meaning during physics instruction: Case studies in view of the paradigm of constructivism. Science Education 77(2): 153–168. Fulltext at https://cepa.info/6685
Roth W.-M. (2010) Incarnation: Radicalizing the embodiment of mathematics. For the Learning of Mathematics 30(2): 8–17. Fulltext at https://cepa.info/6692
Aviram A. (2000) Beyond constructivism: Autonomy-oriented education. Studies in Philosophy and Education 19(5/6): 465–489. Fulltext at https://cepa.info/6702
Fabricius W. V. (1983) Piaget’s theory of knowledge: Its philosophical context. Human Development 26(6): 325–334. Fulltext at https://cepa.info/6703
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