By allowing students to disagree with themselves within a given subscale — i.e., by not considering this disagreement on its own to indicate 'unreliability' in the EBAPS items — we enable EBAPS to probe a range of contexts relevant to learning physical science. Egipetskij papirus znachenie risunkov. In section 2, we critiqued other epistemological instruments. In this section, we show how EBAPS fails to escape completely the criticisms we raised, despite our best efforts. As discussed in a, it's likely that students 'have' the idea of knowledge as transmitted stuff and the idea of knowledge as built-up stuff; and which idea gets activated in a given moment depends on contextual cues.

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