A microgenetic classroom study of learning to reason scientifically through modeling and argumentation
作者： Clark A. Chinn , William J. Pluta , Luke A. Buckland , Ravit Golan Duncan , Richard A. Duschl
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摘要: We report on a large study of how U.S. middle-school students learned to reason scientifically in science curriculum centered around models and argumentation. discuss the design our curriculum, method study, present selected results related overall effects methods promoting growth students' reasoning.
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elsevier.com参考文章(4)
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