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Mansoor Niaz
Mansoor Niaz
Professor of Science Education, Universidad de Oriente, Venezuela
Verified email at cantv.net
Title
Cited by
Cited by
Year
Inquiry in science education: International perspectives
F Abd‐El‐Khalick, S Boujaoude, R Duschl, NG Lederman, ...
Science education 88 (3), 397-419, 2004
14192004
Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure
M Niaz, D Aguilera, A Maza, G Liendo
Science education 86 (4), 505-525, 2002
2312002
Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic–constructivist perspective
M Niaz
Journal of research in science teaching 32 (9), 959-970, 1995
2041995
From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks
M Niaz
Science Education 82 (5), 527-552, 1998
1751998
Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation
B Coştu, A Ayas, M Niaz
Instructional Science 40, 47-67, 2012
1742012
Balancing chemical equations: The role of developmental level and mental capacity
M Niaz, AE Lawson
Journal of Research in Science Teaching 22 (1), 41-51, 1985
1701985
Promoting conceptual change in first year students’ understanding of evaporation
B Coştu, A Ayas, M Niaz
Chemistry Education Research and Practice 11 (1), 5-16, 2010
1542010
Relationship between student performance on conceptual and computational problems of chemical equilibrium
M Niaz
International Journal of Science Education 17 (3), 343-355, 1995
1391995
Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A Lakatosian interpretation
M Niaz
Science Education 79 (1), 19-36, 1995
1351995
Nature of science in general chemistry textbooks
M Niaz, A Maza, M Niaz, A Maza
Nature of science in general chemistry textbooks, 1-37, 2011
1312011
Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies
M Niaz
Science & Education 18, 43-65, 2009
1222009
Working memory, mental capacity and science education: towards an understanding of the ‘working memory overload hypothesis’
M Niaz, RH Logie
Oxford Review of Education 19 (4), 511-525, 1993
1151993
Facilitating conceptual change in students’ understanding of boiling concept
B Coştu, A Ayas, M Niaz, S Ünal, M Calik
Journal of Science Education and Technology 16, 524-536, 2007
1132007
The oil drop experiment: A rational reconstruction of the Millikan–Ehrenhaft controversy and its implications for chemistry textbooks
M Niaz
Journal of Research in Science Teaching: The Official Journal of the …, 2000
1122000
Relation between M space of students and M demand of different items of general chemistry and its interpretation based upon the neo-Piagetian theory of Pascual Leone
M Niaz
Journal of Chemical Education 64 (6), 502, 1987
1101987
Reconstruction of the history of the photoelectric effect and its implications for general physics textbooks
M Niaz, S Klassen, B McMillan, D Metz
Science Education 94 (5), 903-931, 2010
1052010
Facilitating conceptual change in students' understanding of electrochemistry
M Niaz
International Journal of Science Education 24 (4), 425-439, 2002
1042002
Critical appraisal of physical science as a human enterprise: Dynamics of scientific progress
M Niaz
Springer Science & Business Media, 2009
1032009
Manipulation of logical structure of chemistry problems and its effect on student performance
M Niaz, WR Robinson
Journal of Research in Science Teaching 29 (3), 211-226, 1992
1021992
A Lakatosian conceptual change teaching strategy based on student ability to build models with varying degrees of conceptual understanding of chemical equilibrium
M Niaz
Science & Education 7, 107-127, 1998
1011998
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