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...
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| Autores principales: | , , |
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| Lenguaje: | English |
| Publicado: |
Pontificia Universidad Católica de Chile
2014
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| Materias: | |
| Acceso en línea: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200005 |
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