Argumentation in Whole-Class Teaching and Science Learning
Peers’ discussion of contradictory ideas has been proven to promote students’ learning. Some empirical evidence sug - gests 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 diff...
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| Veröffentlicht in: | Psykhe |
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| Hauptverfasser: | , , |
| Format: | Artigo |
| Sprache: | Inglês |
| Veröffentlicht: |
Pontificia Universidad Católica de Chile
2014
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| Schlagworte: | |
| Online-Zugang: | https://www.redalyc.org/articulo.oa?id=96732496005 |
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