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...
Guardado en:
| Publicado en: | Psykhe |
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| Autores principales: | , , |
| Formato: | Artigo |
| Lenguaje: | Inglês |
| Publicado: |
Pontificia Universidad Católica de Chile
2014
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| Materias: | |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=96732496005 |
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