, this field has studied children or adults with little schooling and often alien to well-educated Western culture. Traditionally centered on extra-curricular knowledge, school-based variables must be considered:
and teaching/learning strategies can generate obstacles to conceptualization. Subjects are adults who studied at least three years at university: some are professionals. Data was from short clinical-style interviews as well as a questionnaire based survey taken from an observational sample. To find regularities linked to conceptual strength, S.I.A. determined implicative rules between responses and pre-ordered structures. Results suggested representations linked to specific conceptual aspects constitute didactical and/or socio-cultural obstacles.
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