Argumentation in Whole-Class Teaching and Science Learning
Peers discussion of contradictory ideas has been proven to promote students learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of differe...
Saved in:
| Main Authors: | , , |
|---|---|
| Language: | English |
| Published: |
Pontificia Universidad Católica de Chile
2014
|
| Subjects: | |
| Online Access: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200005 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|