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Teaching and learning tricky topics
Teaching and learning tricky topics

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Further reading

You can read more about guidance in recording and consent here:
Adams, A. and Blandford, A. (2003). ‘Security and Online learning: to protect or prohibit’ in Ghaoui, C. (ed) Usability Evaluation of Online Learning Programs. UK: IDEA Publishing, pp. 331–359 [Online]. Available at http://oro.open.ac.uk/ 11919/ [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (Accessed 5 June 2018).
Adams, A. and Cox, A. L. (2008) ‘Questionnaires, in-depth interviews and focus groups’, in Cairns, P. and Cox, A. L. (eds) Research Methods for Human Computer Interaction. Cambridge, UK, Cambridge University Press, pp. 17–34.
For a detailed description of how to analyse students’ thoughts and understandings here is some optional extra reading:
Adams, A., Lunt, P., and Cairns, P. (2008) ‘A qualitative approach to HCI research’, in: Paul Cairns and Anna Cox (eds) Research Methods for Human-Computer Interaction, Cambridge, UK, Cambridge University Press, pp. 138–157 [Online]. Available at http://oro.open.ac.uk/ 11911/ (Accessed 22 January 2018).
Coley, J. D. and Tanner, K. D. (2012) ‘Common origins of diverse misconceptions: cognitive principles and the development of biology thinking’, CBE life sciences education, vol. 11, no. 209.
Harrison, A. G. and Treagust, D. F. (1996) ‘Secondary students’ mental models of atoms and molecules: implications for teaching chemistry’, Science Education, vol. 80, no. 509.
Kelemen, D., Seston, R. and Saing Georges, L. (2012) ‘The Designing Mind: Children’s Reasoning About Intended Function and Artifact Structure’, Journal of Cognition and Development, vol. 13, pp. 439–453.
Reason, P. and Bradbury, H. (eds) (2001) Handbook of action research: Participative inquiry and practice, London, Sage.