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Publisher’s Note: Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions [Phys. Rev. ST Phys. Educ. Res. 11, 020105 (2015)]

Shih-Yin Lin and Chandralekha Singh
Phys. Rev. ST Phys. Educ. Res. 11, 029901 – Published 2 September 2015

Abstract

  • Received 25 August 2015

DOI:https://doi.org/10.1103/PhysRevSTPER.11.029901

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

© 2015 American Physical Society

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Vol. 11, Iss. 2 — July - December 2015

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