Improving students’ ability to intuitively infer resistance from magnitude of current and potential difference information: A functional learning approach

European Journal of Psychology of Education (2011) - Comments
doi: 10.1007/s10212-010-0048-z issn: 0256-2928 issn: 1878-5174

Gérard Chasseigne, Caroline Giraudeau, Peggy Lafon, Etienne Mullet